Ed Tpa 16elementary Education-1

Elementary Education
Assessment Handbook
September 2016
edTPA_ELE_05
edTPA stems from a twenty-five-year history of developing performance-based assessments of
teaching quality and effectiveness. The Teacher Performance Assessment Consortium (Stanford
and AACTE) acknowledges the National Board for Professional Teaching Standards, the
Interstate Teacher Assessment and Support Consortium, and the Performance Assessment for
California Teachers for their pioneering work using discipline-specific portfolio assessments to
evaluate teaching quality. This version of the handbook has been developed with thoughtful input
from over six hundred teachers and teacher educators representing various national design
teams, national subject matter organizations (ACEI, ACTFL, AMLE, CEC, IRA, NAEYC, NAGC,
NCSS, NCTE, NCTM, NSTA, SHAPE America), and content validation reviewers. All contributions
are recognized and appreciated.
This document was authored by the Stanford Center for Assessment, Learning, and Equity (SCALE) with
editorial and design assistance from Evaluation Systems.
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. All rights reserved.
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University.
Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.
Contents
Preface .........................................................................................................................................
1
Introduction to edTPA Elementary Education..........................................................................
2
Purpose .................................................................................................................................................................. 2
Overview of the Assessment ...................................................................................................................................
2 Structure of the Handbook ......................................................................................................................................
5 edTPA Elementary Education Tasks Overview .......................................................................................................
7
Literacy Planning Task 1: Planning for Literacy Instruction and Assessment ...................
12
What Do I Need to Think About? .......................................................................................................................... 12
edTPA Elementary Education Assessment Handbook
What Do I Need to Do? ......................................................................................................................................... 12

What Do I Need to Write? ..................................................................................................................................... 15
How Will the Evidence of My Teaching Practice Be Assessed? ........................................................................... 17
Literacy Planning Rubrics ..................................................................................................................................... 18
Literacy Instruction Task 2: Instructing and Engaging Students in Literacy Learning .....
23
Literacy Instruction Rubrics ................................................................................................................................... 27
Literacy Assessment Task 3: Assessing Students’ Literacy Learning ............................... 32

Literacy Assessment Rubrics ................................................................................................................................ 37
Mathematics Assessment Task 4: Assessing Students’ Mathematics Learning ............... 43

Mathematics Assessment Rubrics ........................................................................................................................
48 Professional
Responsibilities .................................................................................................. 51
Elementary Literacy Context for Learning Information .........................................................
52
Elementary Mathematics Context for Learning Information .................................................
55
Elementary Mathematics Learning Segment Overview ........................................................
58
Elementary Education Evidence Chart ...................................................................................
59
Literacy Planning Task 1: Artifacts and Commentary Specifications .................................................................... 59
Literacy Instruction Task 2: Artifacts and Commentary Specifications .................................................................. 60
Literacy Assessment Task 3: Artifacts and Commentary
Specifications ..................................................................... 61
Mathematics Assessment Task 4: Artifacts and Commentary Specifications ....................................................... 64
Elementary Education Glossary ..............................................................................................
68
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. i
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Preface
The edTPA Elementary Education assessment provides opportunities for teaching candidates
to demonstrate their ability to teach both literacy and mathematics in the elementary grades.
This handbook includes all materials, directions, prompts, and rubrics for the four tasks
within the edTPA Elementary Education assessment—Tasks 1–3 are Elementary Literacy
Tasks and Task 4 is an Elementary Mathematics Assessment Task.
All four tasks are requirements for licensure in your state. As you prepare your evidence for these
tasks, you will document and demonstrate your teaching and your analysis of student learning.
Faculty in your preparation program will advise you on when Tasks 1–3 and Task 4 need to
be completed to meet program requirements. All tasks must be completed within a formal
student teaching experience wherein you have regular opportunities to teach lessons and
carry out assessments with students. Tasks 1–3 or Task 4 may be completed in either order;
however, you must submit all final materials in the same scoring/reporting window as directed
by your program.
Tasks 1–3: Elementary Literacy Tasks—For the Elementary Literacy Tasks, you will
document a cycle of teaching that includes planning 3–5 lessons, videorecording your
teaching, and analyzing your teaching and your students’ learning, with attention to students’
academic language development and use.
Task 4: Elementary Mathematics Assessment Task—For the Elementary Mathematics Task,

you will focus on analysis of your students’ learning in mathematics (drawn from a learning
segment of 3–5 lessons) and a re-engagement lesson that addresses your students’
learning needs.
If your program requires you to submit artifacts and commentaries for official scoring, refer to
www.edTPA.com for complete and current information before beginning your work and to
download templates for submitting materials. The website contains information about the
registration process, submission deadlines, submission requirements, withdrawal/refund
policies, and score reporting. It also provides contact information should you have questions
about your registration and participation in edTPA.
Whether submitting directly to www.edTPA.com or via your program’s electronic portfolio

management system, follow the submission guidelines as documented in the Evidence
Chart and review edTPA Submission Requirements to ensure that your materials conform to
the required evidence specifications and requirements for scoring.
You will find additional support materials to complete these assessments at the website and from
your preparation program advisors.
Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

All rights reserved. 1 of 75
Introduction to edTPA Elementary Education

Purpose
The purpose of edTPA Elementary Education, a nationally available performance-based

assessment, is to measure novice teachers’ readiness to teach both literacy and mathematics
in the elementary grades. The assessment is designed with a focus on student learning and
principles from research and theory. It is based on findings that successful teachers
 develop knowledge of subject matter, content standards, and subject-specific pedagogy

 develop and apply knowledge of varied students’ needs
 consider research and theory about how students learn
 reflect on and analyze evidence of the effects of instruction on student learning
As a performance-based assessment, edTPA is designed to engage candidates in demonstrating
their understanding of teaching and student learning in authentic ways.
Overview of the Assessment
The edTPA Elementary Education assessment is composed of four tasks:

1. Planning for Literacy Instruction and Assessment
2. Instructing and Engaging Students in Literacy Learning
3. Assessing Students’ Literacy Learning
4. Assessing Students’ Mathematic Learning
The edTPA Elementary Education assessment is designed for teacher education programs
that plan to implement the full edTPA in Elementary Literacy (Tasks 1–3), and also require
candidates to demonstrate their readiness to teach by completing the Elementary
Mathematics Assessment Task (Task 4).
For the Elementary Literacy Assessment Tasks, you will first plan 3–5 consecutive
literacy lessons referred to as a learning segment. Consistent with recommendations
provided by the International Reading Association1 (2010) for literacy professionals, a learning
segment prepared for this assessment should reflect a balanced literacy curriculum. This
means your learning segment should include learning tasks in which students have
opportunities to develop an essential literacy strategy for comprehending or composing text
and the related skills that directly support that strategy.
You will then teach the learning segment, making a videorecording of your interactions with
students during instruction. You will also assess, informally and formally, students’ learning
throughout the learning segment. Upon completion of the three tasks, you will submit
artifacts from the tasks (e.g., lesson plans, clips from your videorecording, assessment
1 The Standards for Reading Professionals can be found at http://www.literacyworldwide.org/getresources/standards/standards-

for-reading-professionals.

materials, instructional materials, student work samples), as well as commentaries that you
have written to explain and reflect on the Planning, Instruction, and Assessment components
of the tasks. The artifacts and commentaries for each task will then be evaluated using
rubrics especially developed for each task.
For the Elementary Mathematics Assessment Task, you will develop or adapt a relevant
assessment of student learning, analyze student work, and design re-engagement
instruction to develop students’ mathematics understanding. Consistent with the Principles
and Standards for School Mathematics (2000), candidates’ responses to this task should
reflect a balanced approach to mathematics, including opportunities for students to develop
conceptual understanding, procedural fluency, and mathematical reasoning/problem-solving
skills as well as to communicate precisely about their mathematical understanding. This task
centers on two high-leverage teaching practices: using assessments to analyze student
learning and re-engaging2 students to develop their understanding of specific mathematical
concepts.
The edTPA Tasks and the Cycle of Effective Teaching

The edTPA tasks represent a cycle of effective teaching (i.e., teaching that is focused on
student learning). The edTPA Elementary Literacy Tasks begin at the planning stage of the
cycle, and the Elementary Mathematics Assessment Task begins at the assessment stage of
the cycle to inform further planning. Literacy Planning Task 1 documents your intended
teaching, Literacy Instruction Task 2 documents your enacted teaching, and Literacy
Assessment Task 3 documents the impact of your teaching on student learning.
2 Re-engage means to support students to revisit and review a topic with a different set of strategies, representations, and/or
focus to develop understandings and/or correct misconceptions.
The four tasks and the evidence you provide for each are framed by your understandings of
your students and their learning. As you develop, document, teach, and assess your
lessons, you will reflect upon the cyclical relationship among planning, instruction, and
assessment, with a focus on your students’ learning needs.
Evidence of Teaching Practice: Artifacts and Commentaries

An essential part of edTPA is the evidence you will submit of how you planned, taught, and
assessed your lessons to deepen student learning in literacy and mathematics. This
evidence includes both artifacts and commentaries:
 Artifacts represent authentic work completed by you and your students. These
include lesson plans, copies of instructional and assessment materials, video clips of
your teaching, and student work samples.
 Commentaries are your opportunity to describe your artifacts, explain the rationale
behind their choice, and analyze what you have learned about your teaching
practice and your students’ learning. Note that although your writing ability will not be
scored directly, commentaries must be clearly written and well focused.
When preparing your artifacts and commentaries, refer to the rubrics frequently to guide
your thinking, planning, and writing. Refer to the Elementary Education Evidence Chart for
information about how your evidence should be formatted for electronic submission.

Evaluation Criteria
The rubrics used to score your performance are included in this handbook, following the
sections describing the directions for each task. The descriptors in the five-level rubrics
address a wide range of performance, beginning with the knowledge and skills of a novice
not ready to teach (Level 1) and extending to the advanced practices of a highly
accomplished beginner (Level 5).
Structure of the Handbook
The following pages provide specific instructions on how to complete each of the four tasks
of the edTPA Elementary Education assessment. After an overview of the tasks, the
handbook provides instructions for each task, organized into four sections:
1. What Do I Need to Think About?

This section provides focus questions for you to think about when completing the
task.
2. What Do I Need to Do?
This section provides specific, detailed directions for completing the task.
3. What Do I Need to Write?
This section tells you what you need to write and also provides specific and detailed
directions for writing the commentary for the task.
4. How Will the Evidence of My Teaching Practice Be Assessed?
This section includes the rubrics that will be used to assess the evidence you
provide for the task.
Additional requirements and resources are provided for you in this handbook:
 Professional Responsibilities: guidelines for the development of your evidence
 Elementary Literacy Context for Learning Information: prompts used to collect
information about the school/classroom context for the Elementary Literacy learning
segment
 Elementary Mathematics Context for Learning Information: prompts used to
collect information about the school/classroom context for the Elementary
Mathematics learning segment
 Elementary Mathematics Learning Segment Overview: a template for
documenting the central focus, content standards, objectives, and assessments
associated with the Elementary Mathematics learning segment
 Elementary Education Evidence Chart: specifications for electronic submission of
evidence (artifacts and commentaries), including templates, supported file types,
number of files, response length, and other important evidence specifications
 Glossary: definitions of key terms can be accessed by rolling your cursor over each
glossary term marked with a dotted underline throughout the handbook or by
referring to the Elementary Education Glossary.

You should review the Making Good Choices document prior to beginning the planning of
the learning segment. If you are in a preparation program, it will have additional resources
that provide guidance as you develop your evidence.
Review all instructions carefully before beginning to teach the learning segment to
ensure that you are well prepared for all tasks. Before you record your videos,
pay particular attention to the specific content focus of each video clip
submission; these foci are described in the What Do I Need to Do? sections in
Literacy Instruction Task 2 and Literacy Assessment Task 3. Refer to the
Professional Responsibilities section of this handbook for information about
permissions, confidentiality, and other requirements.
If your program requires you to submit artifacts and commentaries for official scoring,
refer to www.edTPA.com for complete and current information before beginning your
work and to download templates for submitting materials. The website contains
information about the registration process, submission deadlines, submission
requirements, withdrawal/refund policies, and score reporting. It also provides
contact information should you have questions about your registration and
participation in edTPA.
Whether submitting directly to www.edTPA.com or via your program’s electronic
portfolio management system, follow the submission guidelines as documented in
the Evidence Chart and review edTPA Submission Requirements to ensure that your
materials conform to the required evidence specifications and requirements for
scoring.

edTPA Elementary Education Tasks Overview

Literacy Planning Task 1: Planning for Instruction and Assessment
What to Do What to Submit p

e
► Select one class as a focus for this Part A: Literacy r
Context for assessment. Learning Information f
o
► Provide relevant context information. Part B: Lesson Plans for r
► Identify a learning segment to plan, teach, Learning m
Segment and analyze student learning. Your learning segment a
 n
should include 3–5 Part C: Instructional Materials c
consecutive literacy lessons. Part D: Literacy e
Assessments
a
► Determine a central focus for your Part E: Literacy s
Planning learning segment. The central focus s
Commentary e
should support students to s
develop an essential literacy
strategy for comprehending or
composing text and related skills
that directly support that strategy.
► Write and submit a lesson plan for
each lesson in the learning
segment.
► Select and submit key instructional
materials needed to understand
what you and the students will be
doing.
► Choose one language function
and other language demands
important to understanding
elementary literacy in your
learning segment. Identify a
learning task where students are
supported to use this language.
► Identify both the language function
that students will be expected to
use to engage in the learning task
and your instructional supports for
that language.
► Respond to commentary prompts prior
to teaching the learning segment.
► Submit copies of all written
assessments and/or clear
directions for any oral or

sments from the learning Pedagogy: Elementary

segment. Literacy
Evaluation Rubrics Rubric 10: Analyzing
Teaching
Literacy Planning Rubrics
Effectiveness
Rubric 1: Planning for Literacy Learning
Rubric 2: Planning to Support
Varied Student Learning Needs
Rubric 3: Using Knowledge of Students to Inform Teaching and
Learning
Rubric 4: Identifying and
Supporting Language Demands
Rubric 5: Planning Assessments to Monitor and Support Student
Learning
Literacy Instruction Task 2: Instructing and Engaging Students in
Literacy
Learning
What to Do What to Submit
► Obtain required permissions for Part A: Video Clips

videorecording from parents/guardians of
your students and other adults appearing Part B: Literacy
Commentary
Instruction in the video.
► Identify lessons from the learning
segment you planned in Literacy
Planning Task 1 to be videorecorded.
You should choose lessons that show
you interacting with students to support
them to independently apply the
essential literacy strategy and related
skills to comprehend OR compose text
in meaningful contexts.
► Videorecord your teaching and select 2
video clips (no more than 20
minutes total, but not less than 3
minutes).
► Analyze your teaching and your students’
learning in the video clips by responding to
commentary prompts.
Evaluation Rubrics
Literacy Instruction Rubrics Rubric 6: Learning Environment
Rubric 7: Engaging Students in Learning
Rubric 8: Deepening Student Learning
Rubric 9: Subject-Specific

Literacy Assessment Task 3: Assessing Students’ Literacy Learning
What to Do What to Submit Evaluation Rubrics
► Select one assessment from the  Part A: Student Literacy Literacy Assessment
learning segment that you will use Work Samples Rubrics
to evaluate your students’ Rubric 11: Analysis of
developing knowledge and skills.  Part B: Evidence of
Feedback Student
Attach the assessment used to
Learning
evaluate student performance to  Part C: Literacy
► the end of the Assessment Rubric 12: Providing
Assessment
Commentary. Feedback to Guide
Commentary Further Learning
► Define and submit the evaluation
criteria you will use to analyze  Part D: Evaluation Rubric 13: Student
student learning. Criteria Understanding and Use
Collect and analyze student work of Feedback
from the selected assessment to
Rubric 14: Analyzing
► identify quantitative and
qualitative patterns of learning Students’
within and across learners in the Language Use and
class. Literacy Learning
Select 3 student work samples Rubric 15: Using
to illustrate your analysis of Assessment to Inform
patterns of learning within and
Instruction
► across learners in the class. At
least 1 of the samples must be
from a student with specific
learning needs. These 3 students
will be your focus students.
►
Summarize the learning of the
whole class, referring to work
samples from the 3 focus
► students to illustrate patterns in
student understanding across the
class.
Submit feedback for the work
samples for the 3 focus students in
written, audio, or video form.
Analyze evidence of students’
►
language use from (1) the video
clips from Literacy Instruction
Task 2, (2) an additional video clip
of one or more students using
language within the learning
segment, AND/OR (3) the student
work samples from Literacy
Assessment Task 3. Analyze
evidence of student learning and
plan for next steps by responding
to commentary prompts.

Mathematics Assessment Task 4: Assessing Students’ Mathematics Learning
What to Do What to Submit Evaluation Rubrics
► Select one class as a focus for this  Part A: Mathematics Mathematics

assessment. Context for Learning Assessment
► Provide relevant context Information Rubrics
information and a learning  Part B: Elementary Rubric 16: Analyzing
► segment overview. Mathematics Learning Whole Class
Identify a learning segment of 3–5 Segment Overview Understandings
consecutive mathematics Rubric 17: Analyzing
► lessons.  Part C: Mathematics
Individual Student Work
Chosen Samples
Identify a central focus. The Formative Assessment
central focus should support Rubric 18: Using Evidence
students to develop conceptual  Part D: Evaluation to
Criteria
► understanding, procedural fluency, Reflect on Teaching
and mathematical  Part E: Student
reasoning/problem-solving skills.
Mathematics Work
Develop or adapt a formative Samples
assessment from the learning
segment that will allow you to  Part F: Examples of
assess whole class learning. Student
The assessment should provide Work from Re-
► opportunities for students to engagement Lesson
demonstrate conceptual  Part G: Mathematics
understanding, computational/
► procedural fluency, and Assessment Commentary
mathematical
► reasoning/problem-solving skills.
Submit a blank copy of the
assessment used to evaluate
► student performance.
Define and submit the evaluation
criteria you will use to analyze
student learning.
► Summarize the class performance
on the formative assessment
completed during the learning
► segment.
Analyze 3 focus students’ work
samples to
► identify the targeted learning
objective/goal for the re-
engagement lesson.
► Write a re-engagement lesson that
develops student understanding of
the targeted learning
objective/goal.

Implement the lesson with the 3

focus students individually, in a
small group, or with the whole
class.
Collect and submit the work
samples from the re-engagement
lesson for the 3 focus students.
Evaluate the effectiveness of the
reengagement lesson.

Tasks 1–3:
Elementary Literacy
The three Elementary Literacy Tasks begin on the next page of this handbook. For the
Elementary Literacy Tasks, you will document a cycle of teaching (for a learning segment of
3–5 lessons) that includes planning, instruction, and assessment of student learning, and
analysis of your teaching, with attention to students’ academic language development and
use.
The three Elementary Literacy Tasks can be completed before or after you complete the
Elementary Mathematics Assessment Task, but materials for ALL tasks must be submitted
for official scoring during the same scoring/submission window.
Check with your preparation program advisor before completing or submitting your edTPA
evidence.
Literacy Planning Task 1: Planning for

Literacy Instruction and Assessment
What Do I Need to Think About?
In Literacy Planning Task 1, you will describe your plans for the learning segment and
explain how your instruction is appropriate for the students and the content you are
teaching. As you develop your plans, you need to think about the following:
 What do your students know, what can they do, and what are they learning to do?

 What do you want your students to learn? What are the important understandings
and core concepts you want students to develop within the learning segment?
 How will you use your knowledge of your students’ assets to inform your plans?
 What instructional strategies, learning tasks, and assessments will you design to
support student learning and language use?
 How will your learning segment support students to develop and use language that
deepens content understanding?
 How is the teaching you propose supported by research and theory about how
students learn?
What Do I Need to Do?
 Select a class. If you teach more than one class, select one focus class for this
assessment. If your placement for elementary literacy has you responsible for a group
rather than a whole class, plans should describe instruction for that group (minimum of
4 students). That group will constitute “the whole class” for edTPA Tasks 1–3.
 Provide context information. The Elementary Literacy Context for Learning
Information form is provided later in this handbook and must be submitted in a template.
This form provides essential information about your students and your school/classroom.
The context information you submit should be no more than 4 pages, including
prompts.
 Identify a learning segment to plan, teach, and analyze. Review the curriculum with
your cooperating teacher and select a learning segment of 3–5 consecutive lessons.
 Identify a central focus for the learning segment. The central focus3 (e.g., retelling,
persuasive writing) should include
 an essential literacy strategy for comprehending text (e.g., summarizing a story)
OR composing text (e.g., using evidence to support an argument) AND
 the related skills needed to develop and apply the strategy (e.g., decoding,
recalling, sequencing, writing conventions, writing paragraphs) in meaningful
contexts.
 Determine the content standards and objectives for student learning that the
essential literacy strategy and related skills will address.
 If your teaching placement requires that you teach literacy embedded in another subject
area (e.g., social studies or science), your central focus must clearly address literacy,
and your standards, objectives, and learning tasks must address an essential literacy
strategy and skills for comprehending OR composing text. Simply having students read
and/or write while learning content in another subject area will not satisfy the
requirements for the Elementary Literacy edTPA tasks.
3 Click the hyperlinked term to view the complete glossary definition, which includes a diagram of a central focus on
persuasive writing. The diagram depicts the relationship among the central focus, essential literacy strategy, related
skills, standards/objectives, and language function.
 Identify and plan to support language demands. Select a key language function from
your learning objectives. Choose a learning task that provides opportunities for students
to practice using that language function. Identify additional language demands
associated with that task. Plan targeted supports that address the identified language
demands, including the language function.
 Write a lesson plan for each lesson in the learning segment. Your lesson plans should
be detailed enough that a substitute or other teacher could understand them well enough
to use them.
 Your lesson plans must include the following information, even if your teacher
preparation program requires you to use a specific lesson plan format:
 State-adopted student academic content standards that are the target of student
learning (Note: Please include the number and text of each standard that is being
addressed. If only a portion of a standard is being addressed, then only list the part
or parts that are relevant.)
 Learning objectives associated with the content standards
 Formal and informal assessments used to monitor student learning, including type(s)
of assessment and what is being assessed
 Instructional strategies and learning tasks (including what you and the students will
be doing) that support diverse student needs
 Instructional resources and materials used to engage students in learning
 Each lesson plan must be no more than 4 pages in length. You will need to
condense or excerpt lesson plans longer than 4 pages. Any explanations or rationale for
decisions should be included in your Literacy Planning Commentary and deleted from
your plans.
 Respond to the commentary prompts listed in the Literacy Planning Commentary
section prior to teaching the learning segment.
 Submit your original lesson plans. If you make changes while teaching the learning
segment, you may offer reflection on those changes in the Literacy Instruction Task 2
and Assessment Task 3 Commentaries.
 Select and submit key instructional materials needed to understand what you and
the students will be doing (no more than 5 additional pages per lesson plan). The
instructional materials might include such items as class handouts, assignments, slides,
and interactive whiteboard images.
 Submit copies of all written assessments and/or directions for any oral or
performance assessments. (Submit only the blank assessment given to students; do
not submit student work samples for this task.)
 Provide citations for the source of all materials that you did not create (e.g.,
published texts, websites, and material from other educators). List all citations by lesson
number at the end of the Literacy Planning Commentary. Note: Citations do not count
toward the commentary page limit.

See the Literacy Planning Task 1: Artifacts and Commentary Specifications in the
Elementary Education Evidence Chart for instructions on electronic submission of
evidence. This evidence chart identifies templates, supported file types, number of
files, response length, and other important evidence specifications. Your evidence
cannot contain hyperlinked content. Any web content you wish to include as part of
your evidence must be submitted as a document file, which must conform to the file
format and response length requirements.
What Do I Need to Write?
In Literacy Planning Task 1, you will write
 a description of your Context for Learning (see “What Do I Need to Do?” above for
directions)
 lesson plans (see “What Do I Need to Do?” above for directions)
 a commentary explaining your plans (see “Literacy Planning Commentary” below for
directions)
Literacy Planning Commentary

In Literacy Planning Task 1, you will write a commentary, responding to the prompts below.
Your commentary should be no more than 9 single-spaced pages, including the
prompts.
1. Central Focus
a. Describe the central focus and the essential literacy strategy for comprehending
OR composing text you will teach in the learning segment.
b. Given the central focus, describe how the standards and learning objectives
within your learning segment address
 the essential literacy strategy
 related skills that support use of the strategy
 reading/writing connections
c. Explain how your plans build on each other to help students make
connections between the essential literacy strategy to comprehend OR
compose text and related skills that support use of the strategy in meaningful
contexts.
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2a–b), describe what you know about your students
with respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).

a. Prior academic learning and prerequisite skills related to the central focus—Cite
evidence of what students know, what they can do, and what they are still
learning to do.
b. Personal, cultural, and community assets related to the central focus—What do
you know about your students’ everyday experiences, cultural and
language backgrounds and practices, and interests?
3. Supporting Students’ Literacy Learning
Respond to prompts 3a–c below. To support your justifications, refer to the
instructional materials and lesson plans you have included as part of Literacy
Planning Task 1. In addition, use principles from research and/or theory to
support your justifications.
a. Justify how your understanding of your students’ prior academic learning and
personal, cultural, and community assets (from prompts 2a–b above) guided
your choice or adaptation of learning tasks and materials. Be explicit about the
connections between the learning tasks and students’ prior academic learning,
their assets, and research/theory.
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with
specific learning needs.
strategies/support (e.g., students with IEPs or 504 plans, English language
learners, struggling readers, underperforming students or those with gaps in
academic knowledge, and/or gifted students).
c. Describe common developmental approximations or common misconceptions
within your literacy central focus and how you will address them.
4. Supporting Literacy Development Through Language
As you respond to prompts 4a–d, consider the range of students’ language assets
and needs—what do students already know, what are they struggling with, and/or
what is new to them?
a. Language Function. Using information about your students’ language assets
and needs, identify one language function essential for students to develop and
practice the literacy strategy within your central focus. Listed below are some
sample language functions. You may choose one of these or another more
appropriate for your learning segment.
Compare/contra
Analyze Argue Categorize Describe Explain
st
Interpret Predict Question Retell Summarize
b. Identify a key learning task from your plans that provides students with
opportunities to practice using the language function in ways that support the
essential literacy strategy. Identify the lesson in which the learning task occurs.
(Give lesson day/number.)

c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or
oral) students need to understand and/or use:
 Vocabulary or key phrases
 Plus at least one of the following:
 Syntax
 Discourse
d. Language Supports. Refer to your lesson plans and instructional materials as
needed in your response to the prompt.
Identify and describe the planned instructional supports (during and/or prior to
the learning task) to help students understand, develop, and use the
identified language demands (function, vocabulary or key phrases, discourse,
or syntax).
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of
the materials for Literacy Planning Task 1.
a. Describe how your planned formal and informal assessments will provide direct
evidence that students can use the essential literacy strategy to comprehend OR
compose text AND related skills throughout the learning segment.
b. Explain how the design or adaptation of your planned assessments allows
students with specific needs to demonstrate their learning.
academic knowledge, and/or gifted students).
How Will the Evidence of My Teaching Practice Be

Assessed?
For Literacy Planning Task 1, your evidence will be assessed using rubrics 1–5, which
appear on the following pages. When preparing your artifacts and commentaries, refer to
the rubrics frequently to guide your thinking, planning, and writing.

edTPA Elementary Education Assessment Ha
Literacy Planning Rubrics
Rubric 1: Planning for Literacy Learning

How do the candidate’s plans build students’ understanding of an essential literacy strategy for comprehend
OR composing text and the skills that support that strategy?
Level 14 Level 2 Level 3 Level 4 Level 5

Candidate’s plans for Candidate’s plans for Candidate’s plans for Candidate’s plans for Level 4 plus:
instruction focus solely instruction support instruction build on each instruction build on each Candidate’s plans b
on literacy skills without student learning of other to support other within a an authentic connec
any connections to an skills with vague learning of meaningful context that between reading an
essential connections to the • the essential literacy supports learning of writing.
literacy strategy for essential literacy strategy strategy for • the essential literacy
comprehending OR for comprehending OR strategy for Candidate explains
composing text. comprehending OR composing text comprehending OR s/he will use learnin
composing text. composing text
• with clear tasks and materials
OR
connections to skills. • with clear AND lead students to
There are significant consistent independently apply
content inaccuracies connections to essential literacy
that will lead to student related skills. strategy AND relate
misunderstandings. skills.
OR
Standards, objectives,
and learning tasks and
materials are not aligned
with each other.
4 Text representing key differences between adjacent score levels is shown in bold. Evidence that does not meet Level 1 criteria is scored at
Level 1.

All rights reserved. 18
Literacy Planning Rubrics continued

Rubric 2: Planning to Support Varied Student Learning Needs
How does the candidate use knowledge of his/her students to target support for students’ literacy learning?
There is no evidence of Planned supports are Planned supports are tied Planned supports are tied Level 4 plus:
planned supports. loosely tied to learning to learning objectives and to learning objectives and Supports include
objectives or the the central focus with the central focus. specific
OR central focus of the attention to the Supports address the strategies to identify and
learning segment. characteristics of the needs of specific respond to common
Candidate does not class as a whole. individuals or groups developmental
attend to ANY with similar needs. approximations or
INSTRUCTIONAL
misconceptions.
requirements in IEPs
and 504 plans.

Literacy Planning Rubrics conti
Rubric 3: Using Knowledge of Students to Inform Teaching and Learning

How does the candidate use knowledge of his/her students to justify instructional plans?
Candidate’s justification of Candidate justifies Candidate justifies why Candidate justifies why Level 4 plus:
learning tasks is either learning tasks with learning tasks (or their learning tasks (or their Candidate’s justificatio
missing OR represents a limited attention to adaptations) are adaptations) are supported by princip
deficit view students’ appropriate using appropriate using from research and/or
of students and their • prior academic examples of students’ examples of students’ theory.
backgrounds. learning OR • prior academic • prior academic learning
• personal, cultural, or learning OR AND
community assets. • personal, cultural, or • personal, cultural, or
community assets. community assets.
Candidate makes Candidate makes

superficial connections connections to research
to research and/or and/or theory.
theory.
Rubric 4: Identifying and Supporting Language Demands

How does the candidate identify and support language demands associated with a key literacy learning task?

Literacy Planning Rubrics continued

Language demands 5
Language supports General language Targeted language Level 4 plus:
identified by the primarily address one supports address use supports address use of Language supports are
candidate are not language demand of two or more • vocabulary, designed to meet the
consistent with the (vocabulary, function, language demands • language function, needs of students with
selected language syntax, discourse). (vocabulary, function,
AND different levels of
function6 OR task. syntax, discourse).
language learning.
• one or more
additional language
OR
demands
(syntax, discourse).
Language supports are
missing or are not
aligned with the language
demand(s) for the
learning task.
Rubric 5: Planning Assessments to Monitor and Support Student Learning

How are the formal and informal assessments selected or designed to monitor students’ use of the essential
literacy strategy to comprehend OR compose text and related skills?
5 Language demands include: language function, vocabulary, syntax and grammar, and discourse (organizational structures, text
structure, etc.).
6 Language function refers to the learning outcome (verb) selected in prompt 4a (e.g., analyze, interpret).

Literacy Planning Rubrics conti

The assessments only The assessments The assessments The assessments provide Level 4 plus:
provide evidence of provide limited provide evidence to multiple forms of The assessments ar
students’ use of skills. evidence to monitor monitor students’ use of evidence to monitor strategically designe
students’ use of • the essential literacy students’ use of allow individuals or
OR • the essential literacy • the essential
strategy AND • related groups with specific
strategy OR • related skills during the literacy strategy needs to demonstrat
Candidate does not
skills during the learning segment. AND • related skills their learning.
attend to ANY
ASSESSMENT learning segment. throughout the
requirements in IEPs learning segment.
and 504 plans.

Literacy Instruction Task 2: Instructing and

Engaging Students in Literacy Learning
In Literacy Instruction Task 2, you will demonstrate how you support and engage students in
literacy learning. Before you begin your instruction, you need to think about the following:
 What kind of learning environment do you want to develop in order to establish

respect and rapport, and to support students’ engagement in learning?
 What kinds of learning tasks actively engage students in the central focus of the
learning segment?
 How will you elicit and build on student responses in ways that develop and deepen
content understanding?
 In what ways will you connect new content to your students’ prior academic learning
and personal, cultural, or community assets during your instruction?
 How will you use evidence from your instruction to examine and change your
teaching practices to more effectively meet a variety of student learning needs?
 Obtain required permission for videorecording. Before you record your video, ensure
that you have the appropriate permission from the parents/guardians of your students
and from adults who appear in the video. Adjust the camera angle to exclude individuals
for whom you do not have permission to film.
 Examine your plans for the learning segment and identify challenging learning tasks
in which you and students are actively engaged. The video clips you select for
submission should provide a sample of how you interact with students to develop an
essential literacy strategy and related skills.
 Identify lessons to videorecord.
 Provide 2 video clips (together totaling no more than 20 minutes, but not less than
3 minutes) that demonstrate how you interact with students in a positive literacy
environment to develop an essential literacy strategy and related skills. The two clips
can come from the same or two different lessons in the learning segment.
 One clip should show how you actively engage students while modeling the
essential literacy strategy.

 A second clip should show how you support students to practice and apply the
essential literacy strategy to comprehend OR compose text in meaningful contexts.
 (Optional) Provide evidence of students’ language use. You may provide evidence of
language use with your video clips from Literacy Instruction Task 2, an additional video
clip of one or more students using language within the learning segment (no more than
5 minutes in length), AND/OR through the student work samples analyzed in Literacy
Assessment Task 3.
 Determine whether you will feature the whole class or a targeted group of students
(minimum of 4 students) within the class.
 Videorecord your classroom teaching. Tips for videorecording your class are
available from your teacher preparation program.
 Select video clips to submit and verify that the clips meet the following requirements:
 Check the video and sound quality to ensure that you and your students can be
seen and heard on the video clips you submit. If most of the audio in a clip cannot
be understood by a scorer, submit another clip. If there are occasional audio
portions of a clip that cannot be understood that are relevant to your commentary
responses, do one of the following: 1) provide a transcript with time stamps of the
inaudible portion and refer to the transcript in your response; 2) embed quotes with
time-stamp references in the commentary response; or 3) insert captions in the
video (captions for this purpose will be considered permissible editing).
 A video clip must be continuous and unedited, with no interruption in the events.
 If you have inadvertently included individuals for whom you do not have permission
to film in the video clips you plan to submit, you may use software to blur the faces of
these individuals. This is not considered editing. Other portions of the submitted
video clips, including the classroom, your face, and the faces of individuals for whom
you have obtained permission to film, should remain unblurred.
 Do not include the name of the state, school, or district in your video. Use first
names only for all individuals appearing in the video.
 Respond to the prompts listed in the Literacy Instruction Commentary section below
after viewing the video clips.
 Determine if additional information is needed to understand what you and the
students are doing in the video clips. For example, if there are graphics, texts, or
images that are not clearly visible in the video, or comments that are not clearly heard,
you may insert digital copies or transcriptions at the end of the Literacy Instruction
Commentary (no more than 2 pages in addition to the responses to commentary
prompts).
See the Literacy Instruction Task 2: Artifacts and Commentary Specifications in the

Literacy Instruction Commentary

In Literacy Instruction Task 2, you will write a commentary, responding to the prompts below.
Your commentary should be no more than 6 single-spaced pages, including the
prompts. If needed, insert no more than 2 additional pages of supporting documentation for
the videorecordings at the end of the commentary (e.g., digital copies of indiscernible
materials or transcriptions of inaudible comments). These additional pages do not count
toward the commentary page limit noted above.
1. Which lesson or lessons are shown in the video clips? Identify the lesson(s) by
lesson plan number.
2. Promoting a Positive Learning Environment
Refer to scenes in the video clips where you provided a positive learning
environment.
a. How did you demonstrate mutual respect for, rapport with, and responsiveness to
students with varied needs and backgrounds, and challenge students to engage
in learning?
3. Engaging Students in Learning
Refer to examples from the video clips in your responses to the prompts.
a. Explain how your instruction engaged students in developing an essential literacy

strategy and related skills.
b. Describe how your instruction linked students’ prior academic learning and
personal, cultural, and community assets with new learning.
4. Deepening Student Learning during Instruction Refer to examples from the video
clips in your explanations.
a. Explain how you elicited and built on student responses to promote thinking
and apply the essential literacy strategy using related skills to comprehend OR
compose text.
b. Explain how you modeled the essential literacy strategy AND supported students
as they practiced or applied the strategy to comprehend OR compose text in a
meaningful context.
5. Analyzing Teaching
Refer to examples from the video clips in your responses to the prompts.

a. What changes would you make to your instruction—for the whole class and/or for
students who need greater support or challenge—to better support student
learning of the central focus (e.g., missed opportunities)?
strategies/support, such as students with IEPs or 504 plans, English language
academic knowledge, and/or gifted students.
b. Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory and/or
research.

Assessed?
For Literacy Instruction Task 2, your evidence will be assessed using rubrics 6–10, which
the rubrics frequently to guide your thinking, instruction, and writing.

Literacy Instruction Rubrics
Rubric 6: Learning Environment

How does the candidate demonstrate a positive literacy learning environment that supports students’
engagement in learning?

The clips reveal evidence The candidate The candidate The candidate The candidate
of disrespectful demonstrates respect demonstrates rapport demonstrates rapport demonstrates rapport with
interactions between for students. with and respect for with and respect for and respect for students.
teacher and students or students. students.
between students. AND AND
AND AND
OR Candidate provides a Candidate provides a
learning environment Candidate provides a Candidate provides a challenging learning
Candidate allows that serves primarily to positive, low-risk challenging learning environment that
disruptive behavior to control student learning environment environment that provides opportunities
interfere with student behavior, and minimally that reveals mutual promotes mutual to express varied
learning. supports the learning respect among respect among students. perspectives and
goals. students. promotes mutual respect
among students.
Rubric 7: Engaging Students in Learning

How does the candidate actively engage students in integrating strategies and skills to comprehend OR
compose text?

Literacy Instruction Rubrics continued

Students are Students are Students are engaged in Students are engaged in Students are engaged in
participating in tasks participating in learning learning tasks that learning tasks that learning tasks that
that are vaguely or tasks focusing primarily address their integrate their deepen and extend their
superficially related to on skills with little understanding of understanding of understanding of
the central focus. attention to the • the essential literacy • the essential literacy • the essential literacy
essential literacy strategy for strategy for strategy for
strategy for comprehending OR comprehending OR comprehending OR
comprehending OR composing text AND composing text AND composing text AND
composing text. • related skills. • related skills. • related skills.
There is little or no Candidate makes vague Candidate links prior Candidate links prior Candidate prompts
evidence that the or superficial links academic learning to academic learning AND students to link prior
candidate links students’ between prior academic new literacy learning. personal, cultural, or academic learning AND
prior academic learning learning and new community assets to personal, cultural, or
or personal, cultural, or literacy learning. new literacy learning. community assets to new
community assets with literacy learning.
new learning.
Rubric 8: Deepening Student Learning

How does the candidate elicit student responses to promote thinking and apply the essential literacy strategy
AND related skills to comprehend OR compose text?

Candidate does most of Candidate primarily Candidate elicits Candidate elicits and Level 4 plus:
the talking and the asks surface-level student responses to builds on students’ Candidate facilitates
students provide few questions and evaluates support use of responses to explicitly interactions among
responses. student responses as • the essential literacy portray, extend, or students so they can
correct or incorrect. clarify evaluate their own
strategy OR • related
OR • the essential literacy abilities to apply the
skills to comprehend
strategy AND • related essential literacy strategy
Candidate responses OR compose text.
skills to comprehend in meaningful reading
include significant or writing contexts.
OR compose text.
content inaccuracies
that will lead to student

Rubric 9: Subject-Specific Pedagogy: Elementary Literacy
How does the candidate support students to learn, practice, and apply the essential literacy strategy for
comprehending OR composing text in a meaningful context?

Candidate does not teach Candidate engages Candidate models the Candidate explicitly Level 4 plus:
students how to use the students with the essential literacy strategy teaches students how to Candidate explicitly
essential literacy strategy essential literacy to comprehend OR apply the teaches students when
to support strategy without compose text WITH essential literacy to apply the essential
comprehension OR opportunities for limited opportunities strategy to comprehend literacy strategy to
composition of text. students to practice or for practice. OR compose text AND comprehend OR
apply it to provides opportunities compose text in
OR comprehend OR for guided practice.
compose text. meaningful contexts.
There is a clear mismatch
between or among OR
strategies, skills, and
students’ readiness to Candidate
learn. models/shows how to
apply skills to
OR comprehend OR
compose
Materials used in the clips text without attending
include significant content to the essential literacy
inaccuracies that will lead strategy.
to student
misunderstandings.
Rubric 10: Analyzing Teaching Effectiveness

How does the candidate use evidence to evaluate and change teaching practice to meet students’ varied
learning needs?


Candidate suggests Candidate proposes Candidate proposes Candidate proposes Level 4 plus:
changes unrelated to changes to teacher changes that address changes that address Candidate justifies
evidence of student practice that are students’ collective individual and changes using
learning. superficially related to learning needs related collective learning principles from research
student learning needs to the central focus. needs related to the
and/or theory.
central focus.
(e.g., task management,
pacing, improving Candidate makes
directions). superficial connections Candidate makes
to research and/or connections to research
theory. and/or theory.

Literacy Assessment Task 3: Assessing

Students’ Literacy Learning
In Literacy Assessment Task 3, you will analyze both student learning and student use of
language. Before you begin the analysis, you need to think about the following:
 How will you gather evidence and make sense of what students have learned?
 How will you provide meaningful feedback to your students?
 How will you use evidence of what students know and are able to do to plan next
steps in instruction?
 How will you identify evidence of and explain students’ use of language that
demonstrates the development of content understanding?
 Select one assessment from your learning segment you will use to evaluate your
students’ developing knowledge and skills. It should be an assessment that is completed
by the whole class featured in the learning segment. (If you are teaching only a group
within the class for the learning segment, that group will be “the whole class.”) The
assessment should reflect the work of individuals, not groups, but may be individual
work from a group task. The assessment should provide opportunities for students to
demonstrate
 related skills
 Define and submit the evaluation criteria you will use to analyze student learning
related to the literacy understandings described above.
 Collect and analyze student work from the selected assessment to identify
quantitative and qualitative patterns of learning within and across learners in the class.
You may submit text files with scanned student work OR, for oral assessments of
primary grade students (e.g., reading aloud, dictating text, or orally demonstrating the
essential literacy strategy), a video or audio file. (Note that the oral assessment must be
given to the whole class, though not necessarily at the same time.) For each focus
student, a video or audio work sample must be no more than 5 minutes in total running
time.

 Select 3 student work samples that represent the patterns of learning (i.e., what
individuals or groups generally understood and what a number of students were still
struggling to understand) you identified in your assessment analysis. These students will
be your focus students for this task. At least one of the focus students must have
specific learning needs, for example, a student with an IEP (Individualized Education
Program) or 504 plan, an English language learner, a struggling reader or writer, an
underperforming student or a student with gaps in academic knowledge, and/or a gifted
student needing greater support or challenge. Note: California candidates must include
one focus student who is an English language learner.7
 Document the feedback you gave to each of the 3 focus students on the work sample
itself, as an audio clip, or as a video clip. You must submit evidence of the actual
feedback provided to each focus student, and not a description of the feedback.
 If you submit a student work sample or feedback as a video or audio clip and comments
made by you or your focus student(s) cannot be clearly heard, do one of the following: 1)
attach a transcription of the inaudible comments (no more than 2 additional pages) to
the end of the Literacy Assessment Commentary; 2) embed quotes with time-stamp
references in the commentary response; or 3) insert captions in the video (captions for
this purpose will be considered permissible editing).
 If you submit a student work sample or feedback as a video or audio clip and additional
students are present, clearly identify which students are your focus students in the
relevant prompts (1d and 2a) of the Literacy Assessment Commentary (in no more than
2 sentences).
 Respond to the prompts listed in the Literacy Assessment Commentary section below
after analyzing student work from the selected assessment.
 Include and submit the chosen assessment, including the directions/prompts
provided to students. Attach the assessment (no more than 5 additional pages) to
the end of the Literacy Assessment Commentary.
 Provide evidence of students’ understanding and use of the targeted academic
language function and other language demands. You may choose evidence from
video clips submitted in Literacy Instruction Task 2, an additional video clip of one or
more students using language within the learning segment (no more than 5 minutes in
length), AND/OR student work samples submitted in Literacy Assessment Task 3.
See the Literacy Assessment Task 3: Artifacts and Commentary Specifications in the
7 California candidates—If you do not have any English language learners, select a student who is challenged by
academic English.

Literacy Assessment Commentary

In Literacy Assessment Task 3, you will write a commentary, responding to the prompts
below. Your commentary should be no more than 10 single-spaced pages, including the
prompts. Attach the assessment used to evaluate student performance (no more than 5
additional pages) and, if necessary, a transcription of inaudible portions of a video or audio
clip of feedback or a student work sample (no more than 2 additional pages) to the end of
the Literacy Assessment Commentary. These additional pages do not count toward the
commentary page limit noted above.
1. Analyzing Student Learning
a. Identify the specific learning objectives measured by the assessment you chose
for analysis.
b. Provide a graphic (table or chart) or narrative that summarizes student learning
for your whole class. Be sure to summarize student learning for all evaluation
criteria submitted in Literacy Assessment Task 3, Part D.
c. Use evidence found in the 3 student work samples and the whole class
summary to analyze the patterns of learning for the whole class and
differences for groups or individual learners relative to
 related skills
Consider what students understand and do well, and where they continue to
struggle (e.g., common errors, confusions, need for greater challenge).
d. If a video or audio work sample occurs in a group context (e.g., discussion),
provide the name of the clip and clearly describe how the scorer can identify the
focus student(s) (e.g., position, physical description) whose work is portrayed.
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. Identify the format in which you submitted your evidence of feedback for the 3
focus students. Choose one of the following:
 Written directly on work samples or in separate documents that were
provided to the focus students
 In audio files
 In video clips from Literacy Instruction Task 2 (provide a time-stamp
reference) or in separate video clips
If a video or audio clip of feedback occurs in a group context (e.g., discussion),
clearly describe how the scorer can identify the focus student (e.g., position,
physical description) who is being given feedback.

b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
c. Describe how you will support each focus student to understand and use this
feedback to further their learning related to learning objectives, either within the
learning segment or at a later time.
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the video clip(s)
and/or student work samples as evidence. Evidence from the clip(s) may focus on
one or more students.
You may provide evidence of students’ language use from ONE, TWO, OR ALL
THREE of the following sources:
1. Use video clips from Literacy Instruction Task 2 and provide time-stamp
references for evidence of language use.
2. Submit an additional video file named “Language Use” of no more than 5
minutes in length and cite language use (this can be footage of one or more
students’ language use). Submit the clip in Literacy Assessment Task 3, Part
B.
3. Use the student work samples analyzed in Literacy Assessment Task 3 and
cite language use.
a. Explain and provide concrete examples for the extent to which your students
were able to use or struggled to use selected language function,
 vocabulary or key phrases,
AND
 discourse or syntax to develop
content understandings.
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1b–c, describe
next steps for instruction to impact student learning:
 For the whole class
 For the 3 focus students and other individuals/groups with specific needs
academic knowledge, and/or gifted students needing greater support or
challenge).
b. Explain how these next steps follow from your analysis of student learning.
Support your explanation with principles from research and/or theory.


Assessed?
For Literacy Assessment Task 3, your evidence will be assessed using rubrics 11–15, which
the rubrics frequently to guide your thinking, planning, instruction, assessment, and writing.

Literacy Assessment Rubrics
Rubric 11: Analysis of Student Learning

How does the candidate analyze evidence of student learning related to the essential literacy strategy and
related skills?

The analysis is The analysis focuses on The analysis focuses on Analysis uses specific Analysis uses specific
superficial or not what students did right what students did right examples from work evidence from work
supported by either OR wrong. AND wrong. samples to samples to
student work samples or demonstrate patterns of demonstrate the
the summary of student AND learning consistent with connections between
learning. the summary. quantitative and
Analysis includes some qualitative patterns of
OR differences in whole AND learning for individuals
class learning. or groups.
The evaluation criteria are Patterns of learning are
not aligned with the described for whole
learning objectives and/or class.
analysis.
OR
The analysis is not

aligned with the learning
objectives.
Rubric 12: Providing Feedback to Guide Further Learning

What type of feedback does the candidate provide to focus students?

Literacy Assessment Rubrics continued

Feedback is unrelated Feedback is general and Feedback is specific and Feedback is specific and Level 4 plus:
to the learning addresses needs addresses either needs addresses both Feedback for one or
objectives OR is AND/OR strengths OR strengths related to strengths AND needs more focus students
developmentally related to the learning the learning objectives. related to the learning • provides a strategy
inappropriate. objectives. objectives. to address an
individual learning
OR need OR
Feedback contains • makes connections
significant content to prior learning or
inaccuracies. experience to
improve learning.
OR
No feedback is provided
to one or more focus
students.
Rubric 13: Student Understanding and Use of Feedback

How does the candidate support focus students to understand and use the feedback to guide their further
learning?


Opportunities for Candidate provides Candidate describes Candidate describes how Candidate describes how
understanding or using vague description of how focus students will s/he will support focus s/he will support focus
feedback are not how focus students will understand or use students to understand students to understand
described. understand or use feedback related to the and use feedback on and use feedback on
feedback. learning objectives. their strengths OR their strengths AND
OR weaknesses related to weaknesses related to
the learning objectives. the learning objectives.
Candidate provides
limited or no feedback
to inform student
learning.
Rubric 14: Analyzing Students’ Language Use and Literacy Learning

How does the candidate analyze students’ use of language to develop content understanding?

Candidate identifies Candidate describes Candidate explains and Candidate explains and Level 4 plus:
student language use how students use only provides evidence of provides evidence of Candidate explains and
that is superficially one language demand students’ use of students’ use of provides evidence of
related or unrelated to (vocabulary, function, • the language function • the language function, language use and
the language demands syntax, discourse). AND • vocabulary, AND content learning for
(function,8 vocabulary, • one or more additional students with varied
• additional language
and additional
language demands demand(s) (syntax, needs.
demands). discourse)
(vocabulary, syntax,
OR discourse).9 in ways that develop
content
Candidate’s description understandings.
or explanation of
8 The selected language function is the verb identified in the Literacy Planning Commentary prompt 4a (analyze, explain, interpret, etc.).
9 These are the additional language demands identified in the Literacy Planning Commentary prompt 4c (vocabulary or key phrases, plus either syntax or
discourse).


language use is not
consistent with the
evidence submitted.
Rubric 15: Using Assessment to Inform Instruction

How does the candidate use the analysis of what students know and are able to do to plan next steps in
instruction?


Next steps do not follow Next steps primarily Next steps propose Next steps provide Next steps provide
from the analysis. focus on changes to general support that targeted support to targeted support to
teaching practice that improves student individuals or groups to individuals AND groups
OR are superficially related learning related to improve their learning to improve their learning
to student learning assessed learning relative to relative to
Next steps are not needs, for example, objectives. • the essential literacy • the essential literacy
relevant to the learning repeating strategy OR strategy AND
objectives assessed. instruction, pacing, or Next steps are loosely • related skills. • related skills.
classroom connected with
OR management issues. research and/or theory. Next steps are Next steps are justified
Next steps are not connected with research with principles from
described and/or theory. research and/or theory.
in sufficient detail to
understand them.

Task 4:
Elementary Mathematics
Assessment Task
Elementary Mathematics Assessment Task materials begin on the next page of this
handbook. Mathematics Assessment Task 4 requires you to analyze evidence of student
learning of mathematics from one assessment completed by a whole class of students. The
assessment must come from a learning segment of 3–5 lessons taught by you or the
classroom teacher and, based on your analysis from the assessment, you must plan and
teach a re-engagement lesson that addresses your students’ learning needs.
Mathematics Assessment Task 4 can be completed before or after you complete

Elementary Literacy Tasks 1–3, but materials for BOTH assessments must be submitted for
official scoring during the same scoring/submission window.

Mathematics Assessment Task 4:

Assessing Students’ Mathematics
Learning
In Mathematics Assessment Task 4, you will analyze student work samples to identify a
targeted learning objective/goal and plan and teach a re-engagement lesson focused on
students’ needs. This task and the evidence you provide are framed by your
understandings of your students and their learning. As you develop and document your
evidence for this task, you need to think about the following:
 How will you analyze whole class evidence to identify patterns of learning?
 How will you use student work to analyze mathematical errors, confusions, and
partial understandings?
 How will you re-engage students in learning to address identified areas of
challenge or need?
 How do you use evidence of student learning to reflect on the effectiveness of
your re-engagement lesson?
Setting the Context

 Select a class. If you teach more than one class, select one focus class for this
task. If your placement for elementary mathematics has you responsible for a group
rather than a whole class, plans should describe instruction for that group (minimum
of 4 students). That group will constitute “the whole class” for edTPA Mathematics
Assessment Task 4.
 Provide context information. The Elementary Mathematics Context for Learning
Information form is provided later in this handbook and must be submitted in a
template.
This form provides essential information about your students and your
school/classroom. The context information you submit should be no more than 4
pages, including prompts.
 Identify a learning segment. Review the curriculum with your cooperating teacher
and select a learning segment of 3–5 consecutive lessons that will include the
student formative assessment you will analyze for this task.

 Identify a central focus along with the content standards and objectives taught in
the learning segment and assessed in this task. The central focus should support
students to develop conceptual understanding, procedural fluency, and
mathematical reasoning/problem-solving skills.
 Briefly describe the instruction preceding the formative assessment using the
Elementary Mathematics Learning Segment Overview (no more than 2 pages).
Analyzing Student Work

 Develop or adapt a formative assessment that will allow you to assess whole class
learning. It should be an assessment that is completed by the whole class featured in a
learning segment. (If you are teaching only a group within the class for the learning
segment, that group will be “the whole class.”) The formative assessment should reflect
the work of individuals, not groups, but may be individual work from a group task. The
assessment should provide opportunities for students to demonstrate:
 conceptual understanding
 computational/procedural fluency
 mathematical reasoning/problem-solving skills
 Submit a blank copy of the chosen formative assessment, including directions/prompts
provided to the students.
 Define the evaluation criteria you will use to analyze student learning related to the
mathematical understanding described above for the formative assessment.
 Collect and analyze student work from the chosen formative assessment and
summarize student learning in graphic (chart or table) or narrative form to identify
patterns of learning within and across learners in the class. You may submit text files
with scanned student work OR, for oral assessments of primary grade students (e.g.,
counting), a video or audio file. (Note that the oral assessment must be given to each
student in the whole class, though not necessarily on the same day.) For each focus
time.
 Select and submit 3 work samples that demonstrate an area of struggle identified
in your analysis and analyze the errors or misconceptions related to the struggle.
Re-engaging Students in Learning Mathematics

 Identify a targeted learning objective/goal based on the analysis of student work
samples.
 Design a re-engagement lesson based on the targeted learning objective/goal.
 Teach the re-engagement lesson. The lesson may be planned to teach the 3 focus
students during one-on-one, small group, or whole class implementation.

 Collect and submit the 3 focus students’ work samples from the re-engagement
lesson that provide new evidence of student mathematical understanding (formative
assessment). You may submit text files with scanned student work OR, for oral
assessments of primary grade students (e.g., counting), a video or audio file. (Note that
the oral assessment must be given to each student participating in the class
reengagement lesson, though not necessarily on the same day.) For each focus
time.
 Evaluate the effectiveness of the re-engagement lesson and consider its impact on
student learning.
See the Mathematics Assessment Task 4: Artifacts and Commentary
Specifications in the Elementary Education Evidence Chart for instructions on
electronic submission of evidence. This evidence chart identifies templates,
supported file types, number of files, response length, and other important
evidence specifications. Your evidence cannot contain hyperlinked content. Any
web content you wish to include as part of your evidence must be submitted as a
document file, which must conform to the file format and response length
requirements.
If you submit a student work sample as a video or audio clip and comments
made by you or your focus student(s) cannot be clearly heard, do one of the
following: 1) attach a transcription of the inaudible comments (no more than 2
additional pages) to the end of the Mathematics Assessment Commentary; 2)
embed quotes with time-stamp references in the commentary response; or 3)
insert captions in the video (captions for this purpose will be considered
permissible editing). If you submit a student work sample as a video or audio clip
and additional students are present, clearly identify which students are your
focus student(s) in the applicable
Mathematics Assessment Commentary prompt (in no more than 2 sentences).
In Mathematics Assessment Task 4, you will write:
 a description of your Context for Learning (see “What Do I Need to Do?” above
for directions)
 a learning segment overview (see “What Do I Need to Do?” above for directions)
 a re-engagement lesson plan (see “What Do I Need to Do?” above for directions)
 a commentary analyzing student learning and teaching effectiveness (see
“Mathematics Assessment Commentary” below for directions)

Mathematics Assessment Commentary

In Mathematics Assessment Task 4, you will write a commentary, responding to the
prompts below. Your commentary should be no more than 8 single-spaced pages,
including the prompts. Attach the assessment, including prompts, used to evaluate
student performance after the re-engagement lesson (no more than 5 additional
pages) and, if necessary, a transcription of inaudible portions of a video or audio clip of
a work sample (no more than 2 additional pages) to the end of the Mathematics
Assessment Commentary. These additional pages do not count toward the commentary
page limit noted above.
1. Analyzing Student Learning—Whole Class
a. Identify the specific learning objectives measured by the formative
assessment you chose for analysis.
b. Provide a graphic (chart or table) or narrative that summarizes student
learning for the whole class. Be sure to summarize student learning for all
evaluation criteria submitted in Mathematics Assessment Task 4, Part D.
c. Using examples from the summary chart, discuss the patterns of learning
across the whole class relative to
 conceptual understanding
 procedural fluency
 mathematical reasoning/problem-solving skills
2. Analyzing Student Learning—3 Focus Students
From your analysis of whole class student learning, identify one area where students
struggled mathematically. Select 3 student work samples that represent the struggles
in this area. These students will be your focus students for this task. At least one of the
focus students must have specific learning needs, for example, a student with an
IEP (Individualized Education Program) or 504 plan, an English language learner, a
struggling reader, an underperforming student or a student with gaps in academic
knowledge, and/or a gifted student needing greater support or challenge.
a. In what form did you submit the work samples for the 3 focus students?
 Written work samples in text files
 In audio files
 In video files
b. Analyze the 3 students’ work samples and describe the students’ struggle(s) as they
relate to the underlying mathematical understanding and/or concept. Cite specific
evidence from the work samples in relation to mathematical errors, confusions, and
partial understandings.
What do the students’ errors tell you about their mathematical understanding? For
example, if a student error occurs in a subtraction problem, then the underlying
mathematical understanding may include regrouping, meaning of subtraction, and/or

subtraction as the inverse of addition. The related mathematical understanding

becomes the basis for the targeted learning objective/goal for the students.
c. If a video or audio work sample occurs in a group context (e.g., discussion), provide
the name of the clip and clearly describe how the scorer can identify the focus
student(s) (e.g., position, physical description) whose work is portrayed.
3. Developing Students’ Mathematical Understanding
a. Based on your analysis of the focus students’ work samples, write a targeted
learning objective/goal for the students related to the area of struggle.
b. Describe the re-engagement lesson you designed to develop each focus student’s
mathematical knowledge in relation to the targeted learning objective/goal. Your
description should include
 targeted learning objective/goal from prompt 3a
 state-adopted academic content standards that were the basis of the analysis
 strategies and learning tasks to re-engage students (including what you and the
students will be doing)
 representations and other instructional resources/materials used to reengage
students in learning
 assessments for monitoring student learning during the lesson (e.g., pair share,
use of individual whiteboards, quick quiz)
Before responding to prompt 4, you will teach your re-engagement

lesson. This lesson may be taught with the 3 focus students one-
onone, in a small group, or with the whole class.
4. Analyzing Teaching
Cite evidence from the 3 focus students’ work samples from the re-engagement
lesson to support your response to prompt 4b.
a. In what form did you submit the 3 students’ work samples from the
reengagement lesson?
 Written work samples in text files
 In audio files
 In video files
b. Analyze the effectiveness of the strategies you used during the re-
engagement lesson to develop students’ mathematical understanding in the
identified area of struggle.
Consider the change in students’ mathematical understanding or

misconception(s) in relation to the identified area of struggle when describing
the effectiveness of the re-engagement lesson.

c. If a video or audio work sample occurs in a group context (e.g., discussion),

provide the name of the clip and clearly describe how the scorer can identify
the focus student(s) (e.g., position, physical description) whose work is
portrayed.

Assessed?
For Mathematics Assessment Task 4, your evidence will be assessed using rubrics 16–
18, which appear on the following pages. When preparing your artifacts and
commentary, refer to the rubrics frequently to guide your thinking, planning, and writing.

Mathematics Assessment Rubrics
Rubric 16: Analyzing Whole Class Understandings

How does the candidate analyze whole class evidence to identify patterns of student learning?

The evaluation criteria, Candidate identifies what Candidate identifies what Candidate identifies and Level 4 plus:
learning objectives, students did right OR students did right AND explicitly connects Candidate describes the
summary, and/or analysis wrong related to wrong related to patterns of learning to relationship between or
are not aligned with • conceptual • conceptual • conceptual among patterns of
each other. understanding, understanding AND understanding AND learning.
• procedural fluency, OR • procedural fluency or • procedural fluency or
• mathematical mathematical mathematical
reasoning/problem reasoning/problem reasoning/problem
solving. solving. solving.
There are significant
content inaccuracies
that affect analysis.
Mathematics Assessment Rubrics continued
Rubric 17: Analyzing Individual Student Work Samples

How does the candidate use student work to analyze mathematical errors, confusions, and partial
understandings?

The analysis is not Candidate selects Candidate uses Candidate uses evidence Level 4 plus:
supported by student student work samples evidence from the 3 from the 3 focus student Analysis includes explicit
work samples. that are loosely focus student work work samples to explain connections between
connected to identified samples to identify the the student struggles the identified area of
student struggles (errors, specific student (errors, confusions, or struggle
confusions, or partial struggles (errors, partial understandings) in and underlying
understandings). confusions, or partial relation to the related mathematical
understandings). mathematical concepts. understandings and
misconceptions.
Mathematics Assessment Rubrics continued
Rubric 18: Using Evidence to Reflect on Teaching

How does the candidate examine the re-engagement lesson to further student learning?

Candidate states Candidate states whether Candidate uses Candidate uses specific Level 4 plus:
whether or not the re- or not the re-engagement evidence of student evidence of student Candidate analyzes the
engagement strategy strategy was effective learning from the 3 learning from the 3 change in student
was effective without and provides student work samples student work samples to mathematical
providing evidence superficial evidence to describe whether or evaluate whether or not understanding or
from student work
from student work not the re-engagement the re-engagement misconceptions using
samples.
samples. strategy was effective. strategy was effective. evidence from the
OR reengagement lesson.
What the candidate cites

as evidence of student
learning does not align
with the student work
samples.
OR
Targeted learning
objective/goal is not
aligned with the
identified area of
struggle.

Professional Responsibilities
Refer to the following table for an overview of your professional responsibilities in
developing evidence for edTPA. If you are submitting artifacts and commentaries for official
scoring, refer to www.edTPA.com for complete and current information before beginning
your work. Included here are important information and policies such as submission
requirements and deadlines, registration agreements, attestations, permissions, and
confidentiality. Whether or not you are submitting for official scoring, you should fulfill the
professional responsibilities described below.
Responsibility Description
Protect To protect confidentiality, please remove your name and use pseudonyms or
confidentiality general references (e.g., “the district”) for your state, school, district, and
cooperating teacher. Mask or remove all names on any typed or written
material (e.g., commentaries, lesson plans, student work samples) that could
identify individuals or institutions. During videorecording, use students’ first
names only.
To ensure confidentiality of your students and yourself, do not share your video
on any publicly accessible platforms or websites (YouTube, Facebook, etc.).
Acquire Before you record your classroom instruction, ensure that you have the
permissions appropriate permission from the parents/guardians of your students and from
adults who appear in the videorecording. Your program will provide you with
procedures and necessary forms to obtain these permissions, according to
agreements with the school or district in which you are student teaching or
completing your internship.
If your program does not provide the necessary forms, you may refer to the
sample forms found on www.edTPA.com.
The release forms are not to be submitted with your materials, but you should
follow your campus policy for retaining them.
Cite sources Provide citations for the source of all materials that you did not create (e.g.,
published texts, websites, material from other educators). List all citations by
lesson number at the end of the
Literacy Planning Commentary. Note: Citations do not count toward the
commentary page limit.
As part of the assessment, you will document the alignment of your lesson
Align instruction
plans with stateadopted academic content standards that are the target of
with state
student learning. Refer to the education agency website for your state to
standards
obtain copies of relevant standards for this assessment.

Follow the Follow the guidelines for candidate support found at www.edTPA.com as you
guidelines develop your evidence for edTPA. Although you may seek and receive
for candidate appropriate support from your university supervisors, cooperating/master
support at teachers, university instructors, or peers during this process, the ultimate
www.edTPA.com responsibility for completing this assessment lies with you. Therefore, when
you submit your completed work, you must be able to confirm your
adherence with certain statements, such as the following:
 I have primary responsibility for teaching the students/class during the
learning segment profiled in this assessment.
 I have not previously taught this learning segment to the students/class.
 The video clips submitted are unedited (continuous) and show me teaching
the students/class profiled in the evidence submitted.
 The student work included in the documentation is that of my students,
completed during the learning segment documented in this assessment.
 I am author of the commentaries and other written responses to prompts in
this assessment.
 Appropriate citations have been made for all materials in the assessment
whose sources are from published text, the Internet, or other educators.
Elementary Literacy Context for Learning

Information
Use the Context for Learning Information to supply information about your school/classroom
context.
About the School Where You Are Teaching

1. In what type of school do you teach? (Type an “X” next to the appropriate
description; if “other” applies, provide a brief description.)
Elementary school: _____
Middle school: _____
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an “X” next to the
appropriate description.)10
City: _____
Suburb: _____
Town: _____
Rural: _____
3. List any special features of your school or classroom setting (e.g., charter,
coteaching, themed magnet, intervention or other leveled small group instruction,
classroom aide, bilingual, team taught with a special education teacher) that will
affect your teaching in this learning segment.
10 If you need guidance when making a selection, reference the NCES locale category definitions
(https://nces.ed.gov/surveys/ruraled/definitions.asp) or consult with your placement school administrator.

4. Describe any district, school, or cooperating teacher requirements or expectations

that might affect your planning or delivery of instruction, such as required curricula,
pacing plan, use of specific instructional strategies, or standardized tests.
About the Class Featured in this Learning Segment

1. How much time is devoted each day to literacy instruction in your classroom?
2. Is there any ability grouping or tracking in literacy? If so, please describe how it
affects your class.
3. Identify any textbook or instructional program you primarily use for literacy
instruction. If a textbook, please provide the title, publisher, and date of publication.
4. List other resources (e.g., electronic whiteboard, classroom library or other text sets,
online professional resources) you use for literacy instruction in this class.
About the Students in the Class Featured in this Learning
Segment
1. Grade level(s): _______________________________
2. Number of
 students in the class: _____
 males: _____ females: _____
3. Complete the charts below to summarize required or needed supports,
accommodations, or modifications for your students that will affect your literacy
instruction in this learning segment. As needed, consult with your cooperating teacher to
complete the charts. Some rows have been completed in italics as examples. Use as
many rows as you need.
strategies/supports or accommodations/modifications to instruction or
assessment. For example, students
 With Individualized Education Programs (IEPs) or 504 plans

 With specific language needs
 Needing greater challenge or support
 Who struggle with reading
 Who are underperforming students or have gaps in academic
knowledge
For Literacy Assessment Task 3, you will choose work samples from 3 focus
students. At least one of these students must have a specified learning need.
Note: California candidates must include one focus student who is an English
language learner.11
academic English.

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, large print text,
window card to isolate text
Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
Example: English language 2 Pre-teach key words and phrases
learners with only a few through examples and graphic
words of English organizers (e.g., word cluster,
manipulatives, visuals)
Have students use pre-taught key

words and graphic organizers to
complete sentence starters
Example: Students who 5 Make connections between the language
speak a variety of English students bring and the language used in
other than that used in the textbook
textbooks
Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Example: Struggling readers 5 Leveled text, targeted guided reading,
ongoing reading assessment (e.g.,
running records, miscue, conferencing)

Elementary Mathematics Context for

Learning Information
Use the Context for Learning Information to supply information about your school/classroom
context.
About the School Where You Are Teaching

1. In what type of school do you teach? (Type an “X” next to the appropriate
description; if “other” applies, provide a brief description.)
Elementary school: _____
Middle school: _____
2. Where is the school where you are teaching located? (Type an “X” next to the
appropriate description.)12
City: _____
Suburb: _____
Town: _____
Rural: _____
3. List any special features of your school or classroom setting (e.g., charter,
coteaching, themed magnet, classroom aide, bilingual, team taught with a special
education teacher) that will affect your teaching in this learning segment.
4. Describe any district, school, or cooperating teacher requirements or expectations
that might affect your planning or delivery of instruction, such as required curricula,
pacing plan, use of specific instructional strategies, or standardized tests.
About the Class Featured in this Learning Segment

1. How much time is devoted each day to mathematics instruction in your classroom?
2. Is there any ability grouping or tracking in mathematics? If so, please describe how
it affects your class.
3. Identify any textbook or instructional program you primarily use for mathematics
instruction. If a textbook, please provide the title, publisher, and date of publication.
4. List other resources (e.g., electronic whiteboard, manipulatives, online resources)
you use for mathematics instruction in this class.
About the Students in the Class Featured in this Learning
Segment
1. Grade level(s): _______________________________
2. Number of
 students in the class: _____
 males: _____ females: _____
12 If you need guidance when making a selection, reference the NCES locale category definitions
(https://nces.ed.gov/surveys/ruraled/definitions.asp) or consult with your placement school administrator.

3. Complete the charts below to summarize required or needed supports,

accommodations, or modifications for your students that will affect your mathematics
instruction in this learning segment. As needed, consult with your cooperating teacher to
complete the charts. Some rows have been completed in italics as examples. Use as
many rows as you need.
strategies/supports or accommodations/modifications to instruction or
assessment. For example, students
 With Individualized Education Programs (IEPs) or 504 plans

 With specific language needs
 Needing greater challenge or support
 Who struggle with reading
 Who are underperforming students or have gaps in academic
knowledge
For Mathematics Assessment Task 4, you will choose work samples from 3
focus students. At least one of these students must have a specified learning
need. Note: California candidates must include one focus student who is an
English language learner.13
Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, graph paper for 3 digit
numbers
Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Example: English language 2 Pre-teach key words and phrases
learners with only a few through examples and graphic
words of English organizers (e.g., word cluster,
manipulatives, visuals)
Have students use pre-taught key

words and graphic organizers to
academic English.

complete sentence starters
Example: Students who 5 Make connections between the language

speak a variety of English students bring and the language used in
other than that used in the textbook
textbooks
Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Example: Struggling readers 5 Provide oral explanations for directions
and simplified text for word problems
Elementary Mathematics Learning Segment

Overview
Central Focus: State-Adopted Content Standards
Learning Instructional Strategies and Formative and

Objectives Learning Tasks Summative
Assessments
Lesson 1

Lesson 2
Lesson 3
Lesson 4
(Optional)
Lesson 5
(Optional)

Elementary Education Evidence Chart

Your evidence must be submitted to the electronic portfolio management system used by your teacher preparation program. Your
submission must conform to the artifact and commentary specifications for each task. This section provides instructions for all
evidence types as well as a description of supported file types for evidence submission, number of files, response lengths, and
other information regarding format specifications. Note that your evidence cannot contain hyperlinked content. Any web content
you wish to include as part of your evidence must be submitted as a document file, which must conform to the file format and
response length requirements. If you have materials in languages other than English or Spanish, these must be translated into
English as per the edTPA Submission Requirements. Those translations should be added to the original materials as part of the
same file or, if applicable, to the end of the commentary template. There is no page limit for required translations into English.
Literacy Planning Task 1: Artifacts and Commentary Specifications
What to Supported File Number of Files Response Additional Information

Submit Types Length
Min Max
Part A: Literacy .doc; .docx; 1 1 No more than  Use Arial 11-point type.
Context for .odt; .pdf 4 pages, including  Single space with 1" margins on all sides.
Learning prompts
Information
(template
provided)
Part B: Lesson .doc; .docx; 1 1 No more than 4  Submit 3–5 lesson plans in 1 file.
Plans for .odt; .pdf pages per lesson  Within the file, label each lesson plan (Lesson 1,
Learning Lesson 2, etc.).
Segment  All rationale or explanation for plans should be written in
the
Literacy Planning Commentary and removed from lesson
plans.
Part C: .doc; .docx; 1 1 No more than  Submit all materials in 1 file.
Instructional .odt; .pdf 5 pages of KEY  Within the file, label materials by corresponding lesson
Materials instructional (Lesson 1 Instructional Materials, Lesson 2 Instructional
materials per Materials, etc.).
lesson plan  Order materials as they are used in the learning
segment.
Part D: Literacy .doc; .docx; .odt; 1 1 No limit  Submit assessments in 1 file.

Assessments .pdf  Within the file, label assessments by corresponding
lesson (Lesson 1 Assessments, Lesson 2 Assessments,
etc.).
 Order assessments as they are used in the learning
segment.
Part E: Literacy .doc; .docx; .odt; 1 1 No more  Use Arial 11-point type.
Planning .pdf than 9 pages  Single space with 1" margins on all sides.
Commentary of  Respond to prompts before teaching the learning
(template commentary, segment.
provided) including
prompts
Literacy Instruction Task 2: Artifacts and Commentary Specifications

Submit Types Length
Min Max
Part A: Video flv, asf, qt, mov, 2 2 No more than  Before you record your video, obtain permission from
Clips14 mpg, mpeg, avi, 20 minutes total the parents/guardians of your students and from adults
wmv, mp4, m4v running time who appear on the video.
(but not less than  Refer to Literacy Instruction Task 2, What Do I Need to
3 minutes) Do? for video clip content and requirements.
 When naming each clip file, include the number of the
lesson shown in the video clip.
Video file size requirements: The target file size is 200–300 MB or less. The Pearson ePortfolio System file size limit is 500 MB. Please note that each integrated platform
provider portfolio system may have additional constraints or requirements regarding video formats and file sizes. You may need to use video tools to compress or transcode your
video into smaller file sizes to facilitate uploading of the video. Refer to Recommended Video Formats and Settings on www.edtpa.com for the current requirements. Copyright ©
2016 Board of Trustees of the Leland Stanford Junior University.
Part B: Literacy .doc; .docx; 1 1 No more  Use Arial 11-point type.

Instruction .odt; .pdf than 6 pages  Single space with 1" margins on all sides.
Commentary of
(template commentary,
provided) including
prompts IMPORTANT:
 Insert documentation at the end of the commentary file
If needed, no
if
more than 2
additional pages  you or the students are using graphics, texts, or images
of supporting that are not clearly visible in the video
documentation  you chose to submit a transcript for occasionally
inaudible portions of the video
 If submitting documentation, include the video clip
number, lesson number, and explanatory text (e.g.,
“Clip 1, lesson 2, text from a whiteboard that is not
visible in the video,” “Clip 2, lesson 4, transcription of a
student response that is inaudible”).
14
Literacy Assessment Task 3: Artifacts and Commentary Specifications

Submit Types Length
Min Max
Part A: Student For written work 3 3 No page limit for  For written work samples, use correction fluid, tape, or a
Literacy Work samples: .doc; written work felt-tip marker to mask or remove students’ names,
Samples15 .docx; .odt; .pdf samples your name, and the name of the school before
copying/scanning any work samples.
For audio work
No more than 5 If your students’ writing is illegible, write a transcription
samples: flv, asf,
minutes per directly on the work sample.
wmv, qt, mov,
mpg, focus student  On each literacy work sample, indicate the student
avi, mp3, wav, for video or number (Student 1 Literacy Work Sample, Student 2
mp4, wma audio work Literacy Work Sample, or Student 3 Literacy Work
samples Sample). If more than one focus student appears in a
For video work video or audio work sample, upload the same work
samples: flv, asf, sample separately for each focus student who is
qt, mov, mpg, seen/heard and label appropriately. Describe how to
mpeg, avi, wmv, recognize each of the focus students in the clip and
mp4, m4v provide the label associated with the clip in prompt 1d of
the Literacy Assessment Commentary.
 When naming each literacy work sample file, include the
student number AND the word literacy in the file name.
 If you submit a student work sample as a video or audio
clip and comments made by you or your focus student(s)
cannot be clearly heard, do one of the following: 1)
attach a transcription of the inaudible comments (no
more than 2 additional pages) to the end of the
Literacy Assessment Commentary; 2) embed quotes
with time-stamp references in the commentary response;
or 3) insert captions in the video (captions for this
purpose will be considered permissible editing).
(Continued on next page)
15

(continued)
Number of Files Additional Information

What to Supported File Response
Submit Types Length
Min Max
Part B: For written 0 4 No page limit for  Document the location of your evidence of feedback in
Evidence of feedback not written feedback the Literacy Assessment Commentary.
Feedback16 written on the  If feedback is not included as part of the student literacy
work samples: No more than 3 work samples or recorded on the video clips from
And, if included, .doc; .docx; minutes per Instruction Task 2, submit only 1 file for each focus
.odt; .pdf focus student student—a document, video file, OR audio file—and
video evidence
of academic For audio for video or label the file with the corresponding student number
language use feedback: flv, asf, audio feedback (Student 1 Feedback, Student 2 Feedback, or Student 3
wmv, qt, mov, Feedback).
mpg, avi, mp3, No more than 5  If more than one focus student appears in a video or
wav, mp4, wma minutes for audio clip of feedback, upload the same clip separately
For video clips video evidence for each focus student who is seen/heard and label
(feedback and/or of student appropriately.
language use): language use  When naming each feedback file, include the student
flv, asf, qt, mov, number in the file name.
mpg, mpeg, avi,  If you submit feedback as a video or audio clip and
wmv, mp4, m4v comments made by you or your focus student(s) cannot
be clearly heard, do one of the following: 1) attach a
transcription of the inaudible comments (no
Literacy Assessment Commentary; 2) embed quotes
with time-stamp references in the commentary response;
or 3) insert captions in the video (captions for this
purpose will be considered permissible editing).
 For Academic Language – If you choose to submit a
video clip of student language use, it should be no more
than 5 minutes. You may identify a portion of a clip
provided for Literacy Instruction Task 2 or submit an
entirely new clip.
16

(continued)

Submit Types Length
Min Max
Part C: Literacy .doc; .docx; .odt; 1 1 No more than 10  Use Arial 11-point type.
Assessment .pdf pages of  Single space with 1" margins on all sides.
Commentary commentary,
(template including prompts
IMPORTANT: Attach a blank copy of the chosen
provided) Plus
assessment, including directions/prompts provided to
 no more than students.
5 additional
pages for the
chosen
assessment
 if necessary, no
more than 2
additional
total pages of
transcriptions of
video/audio
evidence for a
work sample
and feedback,
and/or video
evidence of
language use
Part D: .doc; .docx; .odt; 1 1 No limit
Evaluation .pdf
Criteria

Mathematics Assessment Task 4: Artifacts and Commentary Specifications

ation
nt type.
h 1" margins on all sides.
nt type.
h 1" margins on all sides.
bmit a blank copy of the chosen

sment with any necessary
ts.

Submit Types Length
Min Max


(continued)
Part E: For written work 3 3 No page limit for  IMPORTANT: Submit the work samples from the chosen
Student samples: .doc; written work formative assessment.
Mathematics .docx; .odt; .pdf samples  For written work samples, use correction fluid, tape, or a
Work For audio work felt-tip marker to mask or remove students’ names,
Samples14 samples: flv, asf, No more than 5 your name, and the name of the school before
wmv, qt, mov, minutes per copying/scanning any work samples.
mpg, focus student If your students’ writing is illegible, write a transcription
avi, mp3, wav, for video or directly on the work sample.
mp4, wma audio student  On each mathematics work sample, indicate the student
For video work work samples number
samples: flv, asf, (Student 1 Mathematics Work Sample, Student 2
qt, mov, mpg, Mathematics Work Sample, or Student 3 Mathematics
Work Sample). If more than one focus student appears
mpeg, avi, wmv,
in a video or audio work sample, upload the same work
mp4, m4v
sample separately for each focus student who is
seen/heard and label appropriately. Describe how to
recognize each of the focus students in the clip and
provide the label associated with the clip in prompt 2c of
the Mathematics Assessment Commentary
 When naming each mathematics work sample file,
include the student number AND the word mathematics
in the file name.
 If you submit a student work sample as a video or audio
clip and comments made by you or your focus student(s)
cannot be clearly heard, do one of the following: 1)
attach a transcription of the inaudible comments (no
Mathematics Assessment Commentary; 2) embed
quotes with time-stamp references in the commentary
14 Video file size requirements: The target file size is 200–300 MB or less. The Pearson ePortfolio System file size limit is 500 MB. Please note that each integrated
platform provider portfolio system may have additional constraints or requirements regarding video formats and file sizes. You may need to use video tools to compress or
transcode your video into smaller file sizes to facilitate uploading of the video. Refer to Recommended Video Formats and Settings on www.edtpa.com for the current
requirements.

response; or 3) insert captions in the video (captions for
this purpose will be considered permissible editing).


(continued)

Submit Types Length
Min Max


(continued)
Part F: For written work 3 3 No page limit for  IMPORTANT: Submit the work samples from the re-
Examples of samples: .doc; written work engagement lesson.
Student Work .docx; .odt; .pdf samples  For written work samples, use correction fluid, tape, or a
from For audio work felt-tip marker to mask or remove students’ names, your
Re-engagement samples: flv, asf, No more than 5 name, and the name of the school before
Lesson15 wmv, qt, mov, minutes per copying/scanning any work samples. If your students’
mpg, focus student writing is illegible, write a transcription directly on the work
avi, mp3, wav, for video or sample.
mp4, wma audio student  On each re-engagement work sample, indicate the student
For video work work samples number (Student 1 Re engagement Work Sample, Student
samples: flv, asf, 2 Re engagement Work Sample, or Student 3 Re
qt, mov, mpg, engagement Work Sample). If more than one focus
student appears in a video or audio work sample, upload
mpeg, avi, wmv,
the same work sample separately for each focus student
mp4, m4v
who is seen/heard and label appropriately. Describe how
to recognize each of the focus students in the clip and
provide the label associated with the clip in prompt 4c of
the Mathematics Assessment Commentary.
 When naming each re-engagement work sample file,
include the student number AND the word re engagement
in each file name.
 If you submit a re-engagement work sample as a video or
audio clip and comments made by you or your focus
student(s) cannot be clearly heard, do one of the following:
1) attach a transcription of the inaudible comments (no
Mathematics Assessment Commentary; 2) embed quotes
with timestamp references in the commentary response; or
15 Video file size requirements: The target file size is 200–300 MB or less. The Pearson ePortfolio System file size limit is 500 MB. Please note that each integrated
platform provider portfolio system may have additional constraints or requirements regarding video formats and file sizes. You may need to use video tools to compress or
transcode your video into smaller file sizes to facilitate uploading of the video. Refer to Recommended Video Formats and Settings on www.edtpa.com for the current
requirements.


(continued)
3) insert captions in the video (captions for this purpose
will be considered permissible editing).

Submit Types Length
Min Max


(continued)
Part G: .doc; .docx; 1 1 No more  Use Arial 11-point type.
Mathematics .odt; .pdf than 8 pages  Single space with 1" margins on all sides.
Assessment of
Commentary commentary, IMPORTANT: Attach a blank copy of the assessment from
including reengagement lesson, with any necessary
(template
prompts directions/prompts.
provided)
Plus
 no more than
5 pages for
the re-
engagement
assessment
 if necessary,
no more than
2 additional
pages of
transcriptions
of video/audio
work samples

Elementary Education Glossary

Source citations for glossary entries are provided as footnotes in this section.
academic language: Oral and written language used for academic purposes. Academic
language is the means by which students develop and express content understandings.
Academic language represents the language of the discipline that students need to learn
and use to participate and engage in the content area in meaningful ways. There are
language demands that teachers need to consider as they plan to support student learning
of content. These language demands include language functions, vocabulary,
discourse, and syntax.
 language demands:16 Specific ways that academic language (vocabulary, functions,

discourse, syntax) is used by students to participate in learning tasks through
reading, writing, listening, and/or speaking to demonstrate their disciplinary
understanding.
 language functions: The content and language focus of the learning task
represented by the active verbs within the learning outcomes. Common language
functions in the language arts include identifying main ideas and details; analyzing
and interpreting characters and plots; arguing a position or point of view;
predicting; evaluating or interpreting an author’s purpose, message, and use of
setting, mood, or tone; comparing ideas within and between texts; and so on.
 vocabulary: Includes words and phrases that are used within disciplines including:
(1) words and phrases with subject-specific meanings that differ from meanings used
in everyday life (e.g., table); (2) general academic vocabulary used across disciplines
(e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in
the discipline.17
 discourse: Discourse includes the structures of written and oral language, as well as
how members of the discipline talk, write, and participate in knowledge construction.
Discipline-specific discourse has distinctive features or ways of structuring oral or
written language (text structures) that provide useful ways for the content to be
communicated.18 In the language arts and literacy, there are structures for
composing, interpreting, and comprehending expository, narrative, poetic,
journalistic, and graphic print materials as well as video and live presentations. If the
language function is to interpret character development, then appropriate language
forms could include written essays (with particular ways of citing textual evidence) or
pattern sentences such as “The author used (action, dialogue, and/or description) to
16 O'Hara, S., Pritchard, R., & Zwiers, J. (2012). Identifying academic language demands in support of the common
core standards. ASCD Express, 7(17). Retrieved from http://www.ascd.org/ascd-express/vol7/717-ohara.aspx
17 Quinn, H., Lee, O., & Valdés, G. (2012). Language demands and opportunities in relation to next generation
science standards for ELLs. Retrieved from http://ell.stanford.edu/sites/default/files/pdf/academic-papers/03Quinn
%20Lee%20Valdes%20Language%20and%20Opportunities%20in%20Science%20FINAL.pdf
18 Quinn, H., Lee, O., & Valdés, G. (2012). Language demands and opportunities in relation to next generation
science standards for ELLs. Retrieved from http://ell.stanford.edu/sites/default/files/pdf/academic-papers/03Quinn
%20Lee%20Valdes%20Language%20and%20Opportunities%20in%20Science%20FINAL.pdf

introduce (main character). One example of (action, dialogue, and/or description)
was ____________, which suggested that the character was _______________.”
 syntax: The set of conventions for organizing symbols, words, and phrases together
into structures (e.g., sentences, graphs, tables).22
 language supports: The scaffolds, representations, and pedagogical strategies
teachers provide to help learners understand, use, and practice the concepts and
language they need to learn within disciplines (Santos, Darling-Hammond, Cheuk,
2012).23 The language supports planned within the lessons in edTPA should directly
support learners to understand and use identified language demands (vocabularly,
language function, and discourse or syntax) to deepen content understandings.
aligned: Consistently addressing the same/similar learning outcomes for students.
artifacts: Authentic work completed by you and your students, including lesson plans, copies of
instructional and assessment materials, video clips of your teaching, and student work samples.
Artifacts are submitted as part of your evidence.
assessment (formal and informal): “[R]efer[s] to all those activities undertaken by teachers
and by their students . . . that provide information to be used as feedback to modify teaching and
learning activities.”24 Assessments provide evidence of students’ prior knowledge, thinking, or
learning in order to evaluate what students understand and how they are thinking. Informal
assessments may include, for example, student questions and responses during instruction and
teacher observations of students as they work or perform. Formal assessments may include, for
example, quizzes, homework assignments, journals, projects, and performance tasks.
assets (knowledge of students):
 personal: Refers to specific background information that students bring to the learning
environment. Students may bring interests, knowledge, everyday experiences, family
backgrounds, and so on, which a teacher can draw upon to support learning.
 cultural: Refers to the cultural backgrounds and practices that students bring to the
learning environment, such as traditions, languages and dialects, worldviews, literature,
art, and so on, that a teacher can draw upon to support learning.
 community: Refers to common backgrounds and experiences that students bring from
the community where they live, such as resources, local landmarks, community events
and practices, and so on, that a teacher can draw upon to support learning.
central focus: A description of the important understandings and core concepts that you want
students to develop within the learning segment. The central focus should go beyond a list of
facts and skills, align with content standards and learning objectives, and address the subject-
specific components in the learning segment.
22
Zwiers, J. (2008). Building academic language: Essential practices for content classrooms. San Francisco, CA: Jossey-Bass.
23
Santos, M., Darling-Hammond, L., & Cheuk, T. (2012). Teacher development to support
English language learners in the context of common core state standards. Stanford University Understanding Language. Available at
http://ell.stanford.edu/sites/default/files/pdf/academic-papers/10-
Santos%20LDH%20Teacher%20Development%20FINAL.pdf
24
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2),
139–148.

In elementary literacy, the central focus is an overarching, big idea for student learning in
literacy. The subject-specific components for the elementary literacy central focus also include
(a) an essential literacy strategy tied to the central focus and (b) related skills. For example, the
central focus for a primary grade learning segment might be retelling. The learning segment
would focus on the essential literacy strategy (e.g., summarizing a story) and related skills (e.g.,
decoding, recalling, sequencing). The central focus for an upper elementary learning segment
might be persuasive writing. The learning segment would focus on the essential literacy strategy
(using evidence to support an argument) and related skills (e.g., writing paragraphs, using
correct verb tense, or other conventions). The chart below provides ONE example of the
relationships among the central focus, essential strategy, related skills, standards/objectives,
and academic language function:
See the Making Good Choices resource for additional guidance on selecting the central focus,
essential literacy strategy, and related skills that you plan to teach within the lessons in your
learning segment.
For example, the subject-specific components for elementary mathematics are: conceptual
understanding, procedural fluency, and mathematical reasoning/problem-solving skills. A central
focus for an intermediate grade mathematics learning segment might be equivalent fractions or

equivalencies. The learning segment would focus on conceptual understanding and the
associated computational/procedural understandings and reasoning/problemsolving skills.
commentary: Submitted as part of each task and, along with artifacts, make up your evidence.
The commentaries should be written to explain the rationale behind your teaching decisions and
to analyze and reflect on what you have learned about your teaching practice and your students’
learning.
engaging students in learning: Using instructional and motivational strategies that promote
students’ active involvement in learning tasks that increase their knowledge, skills, and abilities
related to specific learning objectives. Engagement in learning contrasts with student
participation in learning tasks that are not well designed and/or implemented and do not
increase student learning.
evaluation criteria: Performance indicators or dimensions that are used to assess evidence of
student learning. They indicate the qualities by which levels of performance can be differentiated
and that anchor judgments about the learner’s degree of success on an assessment. Evaluation
criteria can be represented in various ways, such as a rubric, a point system for different levels
of performance, or rules for awarding full versus partial credit. Evaluation criteria may examine
correctness/accuracy, cognitive complexity, sophistication or elaboration of responses, or quality
of explanations.
evidence: Evidence for edTPA consists of artifacts that document how you planned and
implemented instruction AND commentaries that explain your plans and what is seen in the
videorecording(s) or examine what you learned about your teaching practice and your students’
learning. Evidence should demonstrate your ability to design lesson plans with instructional
supports that deepen student learning, use knowledge of your students to inform instruction,
foster a positive learning environment that promotes student learning, monitor and assess
student progress toward learning objectives, and analyze your teaching effectiveness. Your
evidence must be submitted electronically using the electronic portfolio management system
used by your teacher preparation program.
learning environment: The designed physical and emotional context, established and
maintained throughout the learning segment to support a positive and productive learning
experience for students.
learning objectives: Student learning outcomes to be achieved by the end of the lesson or
learning segment.
learning segment: A set of 3–5 lessons that build one upon another toward a central focus,
with a clearly defined beginning and end.
 For elementary literacy, the central focus should support students to develop an essential
literacy strategy and related skills.
 For elementary mathematics, the central focus should support students to develop
conceptual understanding, procedural fluency, and mathematical
reasoning/problemsolving skills.
learning task: Includes activities, discussions, or other modes of participation that engage
students to develop, practice, and apply skills and knowledge related to a specific learning goal.
Learning tasks may be scaffolded to connect prior knowledge to new knowledge and often
include formative assessment.

 A sample literacy learning task for fifth grade that is focused on writing an essay with an
argument structure could be a discussion about a topic about which students have strong
opinions (e.g., school uniforms) and draw from their everyday experiences constructing
arguments to introduce the features of the genre. Over a unit of instruction, the teacher
models various features, while students read and analyze argument text on a variety of
topics, and develop their own argument essay.
 A sample mathematical learning task for fourth graders working with multi-digit numbers
could be: Collect the population from 4 neighboring states to compare with our own state.
Identify the state with the highest and lowest populations and make a table showing the
states’ populations in order from highest to lowest populations. Compare the populations
of the states by writing statements using <, =, and >.
misconception: For literacy, includes confusion about a strategy or skill (e.g., misunderstanding
about text purpose and structure, application of a skill, or multiple meaning words). For
mathematics, a misconception stems from an erroneous framework about mathematical
relationships or concepts, sometimes based on informal generalizations from experience. For
example, a student may believe that multiplying two numbers always results in a larger number
than either of the numbers being multiplied. This misconception is likely to cause difficulty when
learning to multiply fractions.
patterns of learning: Includes both quantitative and qualitative patterns (or consistencies) for
different groups of students or individuals. Quantitative patterns indicate in a numerical way the
information understood from the assessment (e.g., 10 out of 15 students or 20% of the
students). Qualitative patterns include descriptions of understandings, misunderstandings,
and/or developmental approximations that could explain the quantitative patterns (e.g., “given
that most students were able to . . . it seems that they understand”).
planned supports: Instructional strategies, learning tasks and materials, and other resources
deliberately designed to facilitate student learning of the central focus.
prior academic learning and prerequisite skills: Includes students’ content knowledge and
skills as well as academic experiences developed prior to the learning segment.
rapport: A close and harmonious relationship in which the people or groups understand each
other’s feelings or ideas and communicate well with each other.
respect: A positive feeling of esteem or deference for a person and specific actions and conduct
representative of that esteem. Respect can be a specific feeling of regard for the actual qualities
of the one respected. It can also be conduct in accord with a specific ethic of respect. Rude
conduct is usually considered to indicate a lack of respect, disrespect, whereas actions that
honor somebody or something indicate respect. Note that respectful actions and conduct are
culturally defined and may be context dependent.
rubrics: Subject-specific evaluation criteria used to score your performance on edTPA. These
rubrics are included in the handbook, following the directions for each task. The descriptors in
the five-level rubrics address a wide range of performance, beginning with the knowledge and
skills of a novice not ready to teach (Level 1) and extending to the advanced practices of a
highly accomplished beginner (Level 5).
variety of learners: Students in your class who may require different strategies or support.
These students include, but are not limited to, students with IEPs or 504 plans, English
language learners, struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students.

Literacy-Specific Glossary Terms
developmental approximations: Include transitional spelling or other attempts to use skills or
strategies just beyond a student’s current level/capability.
essential literacy strategy: An approach selected deliberately by a reader or writer to

comprehend or compose text. When students are able to select and use strategies
automatically, they have achieved independence in using the strategy to accomplish reading
and writing goals.
For elementary literacy, the essential literacy strategy is the specific strategy for comprehending
or composing text that you will teach across your learning segment lessons. It should be clearly
tied to your segment’s central focus and stem from that big, overarching idea for student
learning in literacy.
Example strategies for reading include summarizing a story, comparing and contrasting firsthand
and secondhand accounts of the same event, using evidence to predict, interpreting a
character’s feelings, or drawing conclusions from informational text. Example strategies for
writing include organizing ideas before writing, note taking from informational text to support
drafting a topic, using graphic organizers to organize writing, using a rubric to revise a draft, or
using quotes as evidence to support an argument. See the Making Good Choices resource for
additional guidance.
literacy skills: Specific knowledge needed for reading and writing, including
phonemic/phonological awareness; print concepts; decoding; word analysis; sight-word
recognition; and spelling, punctuation, or other language conventions.
reading/writing connections: Support students’ literacy development through an explicit

understanding that many of the skills that are taught in reading instruction are also beneficial to
young writers. Students gain insight on how the processes of reading and writing are
interdependent, thereby reinforcing their understanding of the varied purposes of texts, how
texts are organized, how to make meaning from text, and how writers develop their craft.
Examples of learning tasks that support reading/writing connections include reading or
researching informational text to inform an essay; journal writing to make predictions; making
personal or text-to-text connections; writing book reviews or alternative endings to stories; or
writing in a style that emulates a model.
related skills: Literacy skills that students will develop and practice while learning an essential
literacy strategy for comprehending or composing text within the learning segment. These skills
should help students understand and apply the essential literacy strategy that you are teaching.
Not to be confused with prerequisite skills, which are fully developed before the learning
segment begins. See the Making Good Choices resource for additional guidance.
Mathematics-Specific Glossary Terms

assessment (summative and formative): Summative and formative assessments play an
integral part in information gathering about student learning. Summative assessments are
given periodically, to determine at a particular point in time what students know and do not know
relative to content standards. Examples might include chapter tests, unit tests, or culminating
projects. In contrast, formative assessments are incorporated into classroom practice and can
provide information needed to adjust teaching and learning as students approach full mastery of

content.19 Examples of formative assessments could include observations, questioning
strategies, and self- and peer-assessments.20
conceptual understanding: “Students demonstrate conceptual understanding in mathematics .

. . when they recognize, label, and generate examples of concepts; use and interrelate models,
diagrams, manipulatives, and varied representations of concepts; identify and apply principles;
know and apply facts and definitions; compare, contrast, and integrate related concepts and
principles; recognize, interpret, and apply the signs, symbols, and terms used to represent
concepts.”21
mathematical reasoning: “[T]he capacity to think logically about the relationships among
concepts and situations. Such reasoning is correct and valid, stems from careful consideration
of alternatives, and includes knowledge of how to justify the conclusions. . . . One uses it to
navigate through the many facts, procedures, concepts, and solution methods and to see that
they all fit together in some way, that they make sense.”22mathematical understandings:
Conceptual understanding, procedural fluency, and reasoning/problem-solving skills.
Mathematical competencies (conceptual understanding and procedural fluency) develop through
instruction of mathematical topics. Mathematical reasoning provides opportunities for students to
develop and express insights about the mathematical competencies that they are developing.
Problem solving allows students to draw on the competencies that they are developing to
engage in a task for which they do not know the solution.
patterns of learning: Includes both quantitative and qualitative patterns (or consistencies) for
different groups of students or individuals. Quantitative patterns indicate in a numerical way the
information understood from the assessment (e.g., 10 out of 15 students or 20% of the
students). Qualitative patterns include descriptions of understandings, misunderstandings,
partial understandings, and/or developmental approximations and/or attempts at a solution
related to a concept or a skill that could explain the quantitative patterns.
For example, if the majority of students (quantitative) in a class ordered unit fractions from least
to greatest as 1/2, 1/3, 1/4, 1/5, the students’ error shows that they believe that the smaller the
denominator, the smaller the fraction and they have a mathematical misunderstanding related to
the value of fractional parts (qualitative).
problem-solving skills: Skills to “engag[e] in a task for which the solution method is not known
in advance.”23
procedural fluency: Procedural fluency is a critical component of mathematical proficiency.

Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to
transfer procedures to different problems and contexts; to build or modify procedures from other
procedures; and to recognize when one strategy or procedure is more appropriate to apply than
another. To develop procedural fluency, students need experience in integrating concepts and
procedures and building on familiar procedures as they create their own informal strategies and
procedures. Students need opportunities to justify both informal strategies and commonly used
19 Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrieved from
http://www.amle.org/portals/0/pdf/articles/Formative_Assessment_Article_Aug2013.pdf
20 Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice.
Berkshire, England: Open University Press.
21 National Assessment of Educational Progress (NAEP). (2003). Conceptual understanding. In What Does the NAEP
Mathematics Assessment Measure? Retrieved from http://nces.ed.gov/nationsreportcard/mathematics/abilities.asp
22 National Research Council. (2001). Adaptive reasoning. In Adding it up: Helping children learn mathematics (p. 151).
Washington, DC: National Academy Press.
23 National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics (p. 52).
Reston, VA: NCTM.

procedures mathematically, to support and justify their choices of appropriate procedures, and to
strengthen their understanding and skill through distributed practice.24
re-engagement: Means to support students to revisit and review a topic with a different set of
strategies, representations, and/or focus to develop understandings and/or correct
misconceptions.
representation: The term representation refers both to process and to product—in other words,
to the act of capturing a mathematical concept or relationship in some form and to the form
itself. . . . Moreover, the term applies to processes and products that are observable externally
as well as to those that occur “internally,” in the minds of people doing mathematics. All these
meanings of representation are important to consider in school mathematics. (From National
Council of Teachers of Mathematics [2000]. Principles and Standards for School Mathematics,
p. 67)
24 From "Procedural Fluency in Mathematics". Downloaded from www.nctm.org on February 9, 2016.


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Elementary Education

What Do I Need to Do? ......................................................................................................................................... 12

Literacy Assessment Task 3: Assessing Students’ Literacy Learning ............................... 32

Mathematics Assessment Task 4: Assessing Students’ Mathematics Learning ............... 43

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University. i

All rights reserved.

Task 4: Elementary Mathematics Assessment Task—For the Elementary Mathematics Task,

Whether submitting directly to www.edTPA.com or via your program’s electronic portfolio

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

Introduction to edTPA Elementary Education

The purpose of edTPA Elementary Education, a nationally available performance-based

 develop knowledge of subject matter, content standards, and subject-specific pedagogy

Overview of the Assessment

The edTPA Elementary Education assessment is composed of four tasks:

1 The Standards for Reading Professionals can be found at http://www.literacyworldwide.org/getresources/standards/standards-

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

The edTPA Tasks and the Cycle of Effective Teaching

Evidence of Teaching Practice: Artifacts and Commentaries

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

Structure of the Handbook

1. What Do I Need to Think About?

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

edTPA Elementary Education Tasks Overview

What to Do What to Submit p

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

sments from the learning Pedagogy: Elementary

What to Do What to Submit

► Obtain required permissions for Part A: Video Clips

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

Literacy Assessment Task 3: Assessing Students’ Literacy Learning

What to Do What to Submit Evaluation Rubrics

All rights reserved. 9 of 75

Mathematics Assessment Task 4: Assessing Students’ Mathematics Learning

What to Do What to Submit Evaluation Rubrics

► Select one class as a focus for this  Part A: Mathematics Mathematics

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

Implement the lesson with the 3

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

Literacy Planning Task 1: Planning for

What Do I Need to Think About?

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

What Do I Need to Do?

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

In Literacy Planning Task 1, you will write

Literacy Planning Commentary

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

How Will the Evidence of My Teaching Practice Be

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

Literacy Planning Rubrics

Rubric 1: Planning for Literacy Learning

Level 14 Level 2 Level 3 Level 4 Level 5

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Literacy Planning Rubrics continued

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

Literacy Planning Rubrics conti

Rubric 3: Using Knowledge of Students to Inform Teaching and Learning

Candidate makes Candidate makes

Rubric 4: Identifying and Supporting Language Demands

Level 1 Level 2 Level 3 Level 4 Level 5

Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

Literacy Planning Rubrics continued